Rachelle Esterhazy

• 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 1893-8981.  42(1), s 60- 73 . doi: /10.18261/issn.1893-8981-2019-01-05 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: https://doi.org/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.

Se alle arbeider i Cristin

• Esterhazy, Rachelle (2019). Studying productive feedback through a sociocultural lens.
• Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2019). What counts as quality feedback? Examining student and teacher perceptions.
• 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.
• Wittek, Anne Line; Esterhazy, Rachelle; de Lange, Thomas; Hasu, Mervi & Bastiansen, Siri Sofie Vasrud (2019). Research on developing faculty peer tutoring practices in teaching and supervision in a university context (PeTS)—An innovation project (2018–2022) funded by the Norwegian Research Council.
• 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.

Se alle arbeider i Cristin