Rachelle Esterhazy

Stipendiat - Institutt for pedagogikk

English version of this page

E-post rachelle.esterhazy@iped.uio.no

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

Last ned visittkort

Utdanningsbakgrunn og arbeidshistorikk

2014 - (2018) - 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

Doktorgradsarbeidet fokuserer på tilbakemeldinger i høyere utdanning (Feedback practices in higher education)
Finansert av FINNUT prosjekt Quality of Norwegian Higher Education: Pathways, Practices and Performances

For mer informasjon, vennligst gå til presentasjon på engelsk.

Emneord: Høyere utdanning, Pedagogikk

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 & 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. 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 & 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.

Publisert 4. feb. 2015 10:15 - Sist endret 25. feb. 2015 11:40