Rachelle Esterhazy

• Damsa, Crina-Ioana; Muukkonen, Hanni; van Leeuwen, Anouschka; Gašević, Dragan; Janssen, Jeroen; Esterhazy, Rachelle; Martinez-Maldonado, Roberto; Araos Moya, Andres Arturo; Gedrimiene, Egle & Kaliisa, Rogers (2021). Analyzing and Conceptualizing Collaborative Learning with Digital Knowledge Objects. Proceedings of the annual meeting of the ISSS.  ISSN 1999-6918.  s 41- 44
• Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research.  ISSN 0034-6543.
• Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina-Ioana (2021). Teachers’ enactment of feedback literacy during peer mentoring meetings. Assessment & Evaluation in Higher Education.  ISSN 0260-2938.
• Esterhazy, Rachelle; de Lange, Thomas & Møystad, Anne (2021). How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions. Assessment in education: Principles, Policy & Practice.  ISSN 0969-594X. . doi: 10.1080/0969594X.2021.1902273
• Damsa, Crina-Ioana; Sutphen, Mary; Esterhazy, Rachelle; Solbrekke, Tone Dyrdal; Sugrue, Ciaran & McCune, Velda (2020). Academic hospitality as a frame for interdisciplinary learning., In Melissa Gresalfi & I. Horn (ed.),  The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences..  International Society of the Learning Sciences.  ISBN 978-1-7324672-6-2.  s 1084 - 1094
• Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2020). What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions of Feedback, In Mari Elken; Peter Maassen; Monika Nerland; Tine Sophie Prøitz; Bjørn Stensaker & Agnete Vabø (ed.),  Quality Work in Higher Education. Organisational and Pedagogical Dimensions.  Springer.  ISBN 978-3-030-41756-7.  9.  s 155 - 174 Full text in Research Archive.
• Esterhazy, Rachelle (2019). Re-conceptualizing Feedback Through a Sociocultural Lens, In Michael G. Henderson; Rola Ajjawi; David Boud & Elizabeth Molloy (ed.),  The Impact of Feedback in Higher Education.  Palgrave Macmillan.  ISBN 978-3-030-25111-6.  Chapter 5.  s 67 - 82
• Esterhazy, Rachelle & Fiksen, Øyvind (2019). Evolution of a portfolio-based design in ecology: a three-year design cycle. UNIPED.  ISSN 1500-4538.  42(1), s 60- 73 . doi: 10.18261/issn.1893-8981-2019-01-05 Full text in Research Archive.
• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education.  ISSN 1356-2517. . doi: 10.1080/13562517.2019.1686699 Full text in Research Archive.
• Pitt, Edd; Bearman, Margaret & Esterhazy, Rachelle (2019). The conundrum of low achievement and feedback for learning. Assessment & Evaluation in Higher Education.  ISSN 0260-2938. . doi: 10.1080/02602938.2019.1630363
• Esterhazy, Rachelle (2018). Organizational Change in Response to the German Excellence Initiative: A Case Study of Humboldt University of Berlin, In Roland Bloch; Alexander Mitterle; Catherine Paradeise & Tobias Peter (ed.),  Universities and the Production of Elites. Discourses, Policies, and Strategies of Excellence and Stratification in Higher Education.  Palgrave Macmillan.  ISBN 978-3-319-53969-0.  Kapitel.  s 201 - 223
• Esterhazy, Rachelle (2018). What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education.  ISSN 0260-2938.  43(8), s 1302- 1314 . doi: 10.1080/02602938.2018.1463353 Full text in Research Archive.
• Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education.  ISSN 0307-5079.  44(2), s 260- 274 . doi: 10.1080/03075079.2017.1359249 Full text in Research Archive.

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• Braun, Edith; Esterhazy, Rachelle & Kordts-Freudinger, Robert (ed.) (2021). Research on Teaching and Learning in Higher Education. Waxmann Verlag.  ISBN 978-3-8309-4026-5.  170 s.

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• Esterhazy, Rachelle; Damsa, Crina I. & de Lange, Thomas (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings.
• Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach.
• Esterhazy, Rachelle (2020). Practical Strategies for designing for productive feedback: principles, problems and practices.
• Esterhazy, Rachelle (2020). Productive feedback and student-active learning.
• Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education.
• Esterhazy, Rachelle (2019). Studying productive feedback through a sociocultural lens.
• Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud & Wittek, Anne Line (2019). Conceptualising peer review of teaching in higher education—a framework synthesis approach. Show summary

  This review study relates to the PeTS project’s aim of studying and developing collaborative communities of practice in supervision and teaching in a University setting. The project focuses on the ways in which teachers observe and provide feedback on each other’s classroom teaching or supervision practices. As a point of departure for this paper, we use the term peer review of teaching (PRT) to refer to all practices that involve peer observation, tutoring and mentoring of both teaching and supervision among academic teachers at higher education institutions.

• Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2019). What counts as quality feedback? Examining student and teacher perceptions.
• Esterhazy, Rachelle & Hermansen, Hege (2019). «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser.
• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Course designs that cater for productive feedback.
• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis). Full text in Research Archive.
• Esterhazy, Rachelle (2018). Portfolio assessment in an undergraduate course in ecology, In Monika Nerland & Tine Sophie Prøitz (ed.),  Pathways to quality in higher education : Case studies of educational practices in eight courses.  Nordic Institute for Studies in Innovation, Research and Education (NIFU).  ISBN 978-82-327-0319-7.  3.  s 58 - 78
• Esterhazy, Rachelle (2018). Seeking and engaging with feedback: How students explore and co-construct disciplinary practices.
• Esterhazy, Rachelle (2018). Studying effective feedback through a sociocultural lens: How can we account for the relational, processual and situated nature of feedback?.
• Esterhazy, Rachelle (2018). What matters for productive feedback?.
• Esterhazy, Rachelle & Fiksen, Øyvind (2018). Portfolio assessment in biology: following a three-year design cycle.
• Esterhazy, Rachelle (2017). Emerging strategies for supporting student learning. A practical guide for librarians and educators. European Journal of Higher Education.  ISSN 2156-8235.
• Esterhazy, Rachelle (2017). Sociocultural perspectives on feedback: How do they help us solve the feedback dilemma?.
• Esterhazy, Rachelle & Damsa, Crina I. (2017). Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
• Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
• Esterhazy, Rachelle & Hyytinen, Heidi (2017). Quality of Norwegian Higher Education project: Analysis of HowULearn data.
• Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students.
• Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students - An observation study.
• Esterhazy, Rachelle & Jungblut, Jens Patrick Wilhelm (2016). „When I write my master’s thesis“ – The formation of higher education researchers and professionals through the Oslo higher education master’s programs, In Nico Cloete; Leo Goedegebuure; Åse Gornitzka; Jens Patrick Wilhelm Jungblut & Bjørn Stensaker (ed.),  Pathways through higher education research: A festschrift in honour of Peter Maassen.  Department of Education, University of Oslo.  ISBN 978-82-569-7044-5.  23.  s 129 - 136
• Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine; Frølich, Nicoline; Hovdhaugen, Elisabeth; Maassen, Peter; Nerland, Monika; Nordkvelle, Yngve Troye; Stensaker, Bjørn; Tømte, Cathrine Edelhard; Vabø, Agnete; Wiers-Jenssen, Jannecke & Aamodt, Per O (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. NIFU-rapport. 24.
• Esterhazy, Rachelle (2015). Feedback to students in higher education - A conceptual review.
• Esterhazy, Rachelle (2015). Strategic Responses to the German Excellence Initiative - A case study of Berlin Humboldt University.
• Esterhazy, Rachelle (2015). Strategic responses to the Excellence Initiative.
• Esterhazy, Rachelle & Fumasoli, Tatiana (2015). Institutionalizing strategic behavior in higher education - The case of a German flagship university.
• Esterhazy, Rachelle (2014). Strategic responses to the German Excellence Initiative - A casy study of Berlin Humboldt University.

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