Rachelle Esterhazy
机构: Professor, Centre for the Studies of Professions, Oslo Metropolitan University
每年引用次数
引用次数
引用: 728
H-指数: 12
I10-指数 : 13
出版物: 33
Platformization in and of education ̶ Exploring a new research agenda
C Damsa , Julian Sefton-Green , O Erstad , T Hillman
Deakin University
2022
Quality in Norwegian Higher Education
C Damşa , Thomas de LANGE , Mari ELKEN , R Esterhazy
Nordic Institute for Studies in Innovation, Research and Education (NIFU)
8
2015
Quality in Norwegian Higher Education: a review of research on aspects affecting student learning. Oslo: Nordic Institute for Studies in Innovation
C Damşa , T De Lange , M Elken , R Esterhazy
Research and Education (NIFU). Available at:< https://brage. bibsys. no/xmlui//handle/11250/2360199>[Accessed 6 November 2016]
2015
Quality in Norwegian Higher Education: A review of research on aspects affecting student learning
Yngve T. Nordkvelle , Bjørn Stensaker , Monika B. Nerland , Jannecke Wiers-Jenssen
NIFU
15
2015
Strategic Responses to the German Excellence Initiative. A case study of Berlin Humboldt University
Rachelle Esterhazy
2014
Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses
Rachelle Esterhazy
Universitetet i Oslo
2019
Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development:
Anne Line Wittek , Thomas de Lange , Rachelle Esterhazy , Sofie Bastiansen
Review of Educational Research 91 ( 2) 237 -271
2021
How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions
Anne Møystad , Thomas De Lange , Rachelle Esterhazy
Assessment in Education: Principles, Policy & Practice 1 -16
2021
Interdisciplinary Learning in Undergraduate and Graduate Education: Conceptualizations and Empirical Accounts.
Lina Markauskaite , Yael Kali , Tone Dyrdal Solbrekke , Hanni Muukkonen
international conference of learning sciences
1
2020
Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments
Rachelle Esterhazy , Crina Damşa
Studies in Higher Education 44 ( 2) 260 -274
36
2019
Emerging strategies for supporting student learning. A practical guide for librarians and educators
Rachelle Esterhazy
European journal of higher education 7 ( 4) 450 -452
2017
What matters for productive feedback? Disciplinary practices and their relational dynamics
Rachelle Esterhazy
Assessment & Evaluation in Higher Education 43 ( 8) 1302 -1314
52
2018
Contrasting analytical approaches to trace collaborative learning with knowledge objects
Hanni Muukkonen , Crina Damşa , Anouschka van Leeuwen , Jeroen Janssen
Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning-CSCL 2022, pp. 509-516
2022
Analyzing and conceptualizing collaborative learning with digital knowledge objects
Crina Damşa , Hanni Muukkonen , Anouschka van Leeuwen , Dragan Gašević
General Proceedings of the 1st Annual Meeting of the International Society of the Learning Sciences
2021
Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature
Margaret Bearman , Joanna Tai , Michael Henderson , Rachelle Esterhazy
Assessment & Evaluation in Higher Education 1 -17
2024
Feedback in doctoral supervision: taking a sociomaterial approach in
Joanna Tai , Margaret Bearman , Rachelle Esterhazy , Michael Henderson
The conundrum of low achievement and feedback for learning
Edd Pitt , Margaret Bearman , Rachelle Esterhazy
Assessment & Evaluation in Higher Education
60
2019
Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: A Discussion
Rachelle Esterhazy , David Gijbels
Frontline Learning Research 9 ( 2) 179 -185
2
2021
“WHEN I WRITE MY MASTER’S THESIS” THE FORMATION OF HIGHER EDUCATION RESEARCHERS AND PROFESSIONALS THROUGH THE OSLO HIGHER EDUCATION MASTER’S PROGRAMS
Rachelle Esterhazy , Jens Jungblut
PATHWAYS THROUGH HIGHER EDUCATION RESEARCH A FESTSCHRIFT IN HONOUR OF PETER MAASSEN 127 -127
Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering
Rachelle Esterhazy , Monika Nerland , Crina Damşa
Teaching in Higher Education 26 ( 6) 806 -822
25
2021