Rachelle Esterhazy
Postdoktor
-
Institutt for pedagogikk

English version of this page
Telefon
+47 22858113
Rom
571
Treffetider
Etter avtale
Brukernavn
Besøksadresse
Sem Sælands vei 7
Helga Engs hus
0317 OSLO
Postadresse
Postboks 1092 Blindern
0317 OSLO
Utdanningsbakgrunn og jobbhistorie
- 2018- nå - Universitetslektor, LINK Senter for Læring og utdanning, Universitetet i Oslo
- 2014 - 2019 - Stipendiat, Institutt for Pedagogikk, Universitetet i Oslo
- 2013 - 2014 - Vitenskapelig assistent, ARENA Senter for Europastudier, Universitetet i Oslo
- 2012 - 2014 - M.Phil. Higher Education, Universitetet i Oslo
- 2011 - 2012 - Studierådgiver, Martin-Luther Universitetet i Halle-Wittenberg, Tyskland
- 2010 - HR program management, SAP Germany
- 2008 - 2010 - B.Sc. Psykologi, Universitetet i Konstanz,Tyskland
- 2006 - 2008 - Diplom Psykologi, Universitetet i Wien, Østerrike
Doktoravhandling
- Doktoravhandling fokusert på tilbakemeldinger i høyere utdanning (Feedback practices in higher education)
- Finansiert av FINNUT prosjekt Quality of Norwegian Higher Education: Pathways, Practices and Performances
For mer informasjon, vennligst se presentasjon på engelsk.
Publikasjoner
- 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 & 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
- 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 Fulltekst i vitenarkiv.
- 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 Fulltekst i vitenarkiv.
- 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 Fulltekst i vitenarkiv.
- 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 Fulltekst i vitenarkiv.
- 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 Fulltekst i vitenarkiv.
- 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.
- 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. Vis sammendrag
- 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). Fulltekst i vitenarkiv.
- 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.
Publisert 4. feb. 2015 10:15
- Sist endret 4. feb. 2019 14:33