Rachelle Esterhazy

Vitenskapelige publikasjoner

Bearman, Margaret; Tai, Joanna; Henderson, Michael; Esterhazy, Rachelle ; Mahoney, Paige; Molloy, Elizabeth (2024). Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature. Assessment & Evaluation in Higher Education.
https://doi.org/10.1080/02602938.2024.2307332

Mülder, Hannah; Bergstrøm, Nora; Enqvist-Jensen, Cecilie; Esterhazy, Rachelle (2023). Student Staff as Co-Designers in Higher Education. Blikstein, Paulo; van Aalst, Jan; Kizito, Rita; Brennan, Karen (Red.). Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. s. 1973-1974. International Society of the Learning Sciences (ISLS).
https://doi.org/10.22318/icls2023.704174

de Lange, Thomas; Esterhazy, Rachelle ; Wittek, Anne Line (2023). Peer Group Mentoring Among Faculty Staff in Higher Education. de Lange, Thomas; Wittek, Anne Line (Red.). Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer.
https://doi.org/10.1007/978-3-031-37458-6_1

Damsa, Crina I.; Erstad, Ola Andres ; Sefton-Green, Julian; hillman, Thomas; Araos Moya, Andres Arturo; Richter, Christoph; de Haan, Mariette; Kerssens, Nils; Silseth, Kenneth; Rasmussen, Ingvill; Esterhazy, Rachelle ; Mäkitalo, Åsa (2022). Platformization in and of education ̶Exploring a new research agenda. Computer-Supported Collaborative Learning Series (CSCL).
https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022

Damsa, Crina I.; Muukkonen, Hanni; Gasevic, Dragan; Janssen, Jeroen J. W. M.; Van Leeuwen, Anousckha; Esterhazy, Rachelle ; Araos Moya, Andres Arturo; Hernández-Leo, Davinia; Gasevic, Daniela (2022). Contrasting analytical approaches to trace collaborative learning with knowledge object. Computer-Supported Collaborative Learning Series (CSCL).
https://www.dropbox.com/s/9mwx6t8mi75op15/CSCL2022

Esterhazy, Rachelle ; de Lange, Thomas; Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. 14 s. Assessment & Evaluation in Higher Education.
https://doi.org/10.1080/02602938.2021.1980768

Oddli, Hanne Berit Weie; Heinonen, Erkki; Hau, Stephan; Nielsen, Jan; Esterhazy, Rachelle ; Hoff, Cecilie Hillestad; Strømme, Hanne (2021). Learning Processes and Acquisition of Knowledge and Skills in Training and Supervision of Psychotherapy and Counselling: A Study Protocol for a Scoping Review. 5 s. Frontiers in Psychology. Vol. 12.
https://doi.org/10.3389/fpsyg.2021.718314

Esterhazy, Rachelle ; de Lange, Thomas; Bastiansen, Sofie; Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. 34 s. Review of Educational Research. Vol. 91.
https://doi.org/10.3102/0034654321990721

Esterhazy, Rachelle ; Gijbels, David (2021). Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: A Discussion. 6 s. Frontline Learning Research. Vol. 9.
https://doi.org/10.14786/FLR.V9I2.899

Esterhazy, Rachelle ; de Lange, Thomas; Wittek, Anne Line; Bastiansen, Siri Sofie Vasrud (2021). Kollegaveileding i høyere utdanning: Hva sier internasjonal forskning?. Wittek, Anne Line; de Lange, Thomas (Red.). Kollegaveiledning i høyere utdanning. s. 27-47. Universitetsforlaget.

Forskningsrapporter

Esterhazy, Rachelle ; Hermansen, Hege (2019). «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser. 20 s. Universitetet i Oslo.

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). 148 s. Universitetet i Oslo.
http://hdl.handle.net/10852/69251

Esterhazy, Rachelle (2019). A practical guide to feedback. How to give feedback that students actually use. LINK - Universitetet i Oslo.

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. ISBN: 978-82-327-0127-8. 90 s. Nordisk institutt for studier av innovasjon, forskning og utdanning.
http://hdl.handle.net/11250/2360199

Formidling

Strømsø, Helge Ivar; Esterhazy, Rachelle ; Hjelmeng, Erling Johan; Frølich, Nicoline (2023). Ja, vi trenger universitetspedagogisk basiskompetanse!. Innlegg i Uniforum.

Esterhazy, Rachelle ; Lange, Thomas de; Møystad, Anne (2022). How do signature pedagogies get their signatures? The role of assessment and professional artefacts. EARLI SIG 1 & 4 joint conference. European Association for Research on Learning and Instruction (EARLI).

Esterhazy, Rachelle ; Damsa, Crina-Ioana; Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach. Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach, Biannual conference of European Association for Research on Learning and Instruction (EARLI2021), Gothenburg, Sweden/online. Crina Damsa, EARLI Conference 2021.

Esterhazy, Rachelle ; de Lange, Thomas; Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. EARLI. EARLI.

Esterhazy, Rachelle ; Damsa, Crina I.; de Lange, Thomas (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings. Conference of the European Association for Research on Learning and Instruction (EARLI), University teachers’ enactment of feedback literacy during peer mentoring meetings . EARLI, 2021.

Esterhazy, Rachelle (2020). Practical Strategies for designing for productive feedback: principles, problems and practices. Invited Workshop. Institute for Academic Development, University of Edinburgh.

Esterhazy, Rachelle (2020). Productive feedback and student-active learning. DIKU web-seminar for practitioners. DIKU.

Damsa, Crina I.; Esterhazy, Rachelle ; Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education. EARLI 2019.

Esterhazy, Rachelle ; Nerland, Monika ; Damsa, Crina I. (2019). Course designs that cater for productive feedback. EARLI conference 2019. EARLI.

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. Nordic ISCAR 2019. Universitetet i Trondheim NTNU.