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2021
1 Braun, Edith; Esterhazy, Rachelle; Kordts-Freudinger, Robert.
Research on Teaching and Learning in Higher Education. Waxmann Verlag 2021 (ISBN 978-3-8309-4026-5) 170 s.
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2 Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud; Wittek, Anne Line.
Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research 2021
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3 Esterhazy, Rachelle; de Lange, Thomas; Møystad, Anne.
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 2021 s. -
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2020
4 Esterhazy, Rachelle.
Practical Strategies for designing for productive feedback: principles, problems and practices. Invited Workshop; 2020-03-03 - 2020-03-03
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5 Esterhazy, Rachelle.
Productive feedback and student-active learning. DIKU web-seminar for practitioners; 2020-08-21 - 2020-08-21
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6 Esterhazy, Rachelle; Fossland, Trine; Stalheim, Odd Rune.
What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions of Feedback. I: Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer 2020 ISBN 978-3-030-41756-7. s. 155-174
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2019
7 Damsa, Crina I.; Esterhazy, Rachelle; Nerland, Monika.
Analyzing learning through co-creation of knowledge objects in software engineering education. EARLI 2019; 2019-08-28 - 2019-09-02
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8 Esterhazy, Rachelle.
Re-conceptualizing Feedback Through a Sociocultural Lens. I: The Impact of Feedback in Higher Education. Palgrave Macmillan 2019 ISBN 978-3-030-25111-6. s. 67-82
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9 Esterhazy, Rachelle.
Studying productive feedback through a sociocultural lens. EARLI conference 2019; 2019-08-12 - 2019-08-16
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10 Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud; Wittek, Anne Line.
Conceptualising peer review of teaching in higher education—a framework synthesis approach. Nordic ISCAR 2019; 2019-06-18 - 2019-06-20
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11 Esterhazy, Rachelle; Fiksen, Øyvind.
Evolution of a portfolio-based design in ecology: a three-year design cycle. UNIPED 2019 ;Volum 42.(1) s. 60-73
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12 Esterhazy, Rachelle; Fossland, Trine; Stalheim, Odd Rune.
What counts as quality feedback? Examining student and teacher perceptions. EARLI conference 2019; 2019-08-12 - 2019-08-16
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13 Esterhazy, Rachelle; Hermansen, Hege.
«Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser. : Universitetet i Oslo, LINK Senter for læring og utdanning 2019 20 s.
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14 Esterhazy, Rachelle; Nerland, Monika; Damsa, Crina I..
Course designs that cater for productive feedback. EARLI conference 2019; 2019-08-12 - 2019-08-16
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15 Esterhazy, Rachelle; Nerland, Monika; Damsa, Crina I..
Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education 2019
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16 Esterhazy, Rachelle.
Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis). Universitetet i Oslo 2019 148 s.
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17 Pitt, Edd; Bearman, Margaret; Esterhazy, Rachelle.
The conundrum of low achievement and feedback for learning. Assessment & Evaluation in Higher Education 2019
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2018
18 Esterhazy, Rachelle.
Organizational Change in Response to the German Excellence Initiative: A Case Study of Humboldt University of Berlin. I: Universities and the Production of Elites. Discourses, Policies, and Strategies of Excellence and Stratification in Higher Education. Palgrave Macmillan 2018 ISBN 978-3-319-53969-0. s. 201-223
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19 Esterhazy, Rachelle.
Portfolio assessment in an undergraduate course in ecology. I: Pathways to quality in higher education : Case studies of educational practices in eight courses. Oslo: Nordic Institute for Studies in Innovation, Research and Education (NIFU) 2018 ISBN 978-82-327-0319-7. s. 58-78
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20 Esterhazy, Rachelle.
Seeking and engaging with feedback: How students explore and co-construct disciplinary practices. Workshop series: Learning Ecologies in an Unbounded Educational Landscape; 2018-02-01 - 2018-02-02
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21 Esterhazy, Rachelle.
Studying effective feedback through a sociocultural lens: How can we account for the relational, processual and situated nature of feedback?. CRADLE invited symposium ‘Feedback that makes a difference’; 2018-09-01 - 2018-09-05
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22 Esterhazy, Rachelle.
What matters for productive feedback?. EARLI Sig4 Higher Education Conference 2018; 2018-08-29 - 2018-08-31
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23 Esterhazy, Rachelle.
What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education 2018 ;Volum 43.(8) s. 1302-1314
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24 Esterhazy, Rachelle; Fiksen, Øyvind.
Portfolio assessment in biology: following a three-year design cycle. NERA Conference 2018; 2018-03-08 - 2018-03-10
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2017
25 Esterhazy, Rachelle.
Emerging strategies for supporting student learning. A practical guide for librarians and educators. European Journal of Higher Education 2017
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26 Esterhazy, Rachelle.
Sociocultural perspectives on feedback: How do they help us solve the feedback dilemma?. CRADLE Invited research seminar, Melbourne; 2017-10-31 - 2017-10-31
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27 Esterhazy, Rachelle; Damsa, Crina I..
Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens. EARLI 2018 Bi-annual conference; 2017-08-29 - 2017-09-02
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28 Esterhazy, Rachelle; Damsa, Crina I..
Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments. Australian Association for Research in Education (AARE) Conference; 2017-11-29 - 2017-11-30
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29 Esterhazy, Rachelle; Damsa, Crina I..
Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education 2017 ;Volum 44.(2) s. 260-274
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30 Esterhazy, Rachelle; Hyytinen, Heidi.
Quality of Norwegian Higher Education project: Analysis of HowULearn data. Research seminar at HYPE Centre for University Teaching and Learning at University of Helsinki; 2017-03-27 - 2017-03-27
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2016
31 Esterhazy, Rachelle.
The role of social interaction for developing feedback literacy in higher education students. The Higher Education Conference; 2016-07-13 - 2016-07-15
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32 Esterhazy, Rachelle.
The role of social interaction for developing feedback literacy in higher education students - An observation study. JURE conference 2016; 2016-07-04 - 2016-07-08
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33 Esterhazy, Rachelle; Jungblut, Jens Patrick Wilhelm.
„When I write my master’s thesis“ – The formation of higher education researchers and professionals through the Oslo higher education master’s programs. I: Pathways through higher education research: A festschrift in honour of Peter Maassen. Oslo: Department of Education, University of Oslo 2016 ISBN 978-82-569-7044-5. s. 129-136
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2015
34 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.
Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. Oslo: Nordisk institutt for studier av innovasjon, forskning og utdanning 2015 (ISBN 978-82-327-0127-8) 90 s. NIFU-rapport(24)
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35 Esterhazy, Rachelle.
Feedback to students in higher education - A conceptual review. ECER 2015; 2015-09-07 - 2015-09-11
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36 Esterhazy, Rachelle.
Strategic responses to the Excellence Initiative. The Production of Elites and the Making of Elite Universities; 2015-09-29 - 2015-10-01
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37 Esterhazy, Rachelle.
Strategic Responses to the German Excellence Initiative - A case study of Berlin Humboldt University. Jahrestagung der Gesellschaft für Hochschulforschung; 2015-04-08 - 2015-04-10
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38 Esterhazy, Rachelle; Fumasoli, Tatiana.
Institutionalizing strategic behavior in higher education - The case of a German flagship university. ECER 2015; 2015-09-07 - 2015-09-11
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2014
39 Esterhazy, Rachelle.
Strategic responses to the German Excellence Initiative - A casy study of Berlin Humboldt University. Universitetet i Oslo 2014 96 s.
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