Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Rachelle Esterhazy"'
Autor:
David Gijbels, Rachelle Esterhazy
Publikováno v:
Frontline Learning Research, Vol 9, Iss 2, Pp 179-185 (2021)
This discussion addresses the methodological approaches used in the special issue on student transitions and diversity. We provide an overview of how the different papers contribute to methodological development in the field, in particular by their u
Externí odkaz:
https://doaj.org/article/c66f2da98b914941a83ec0cc78abe49a
Autor:
Hanne Weie Oddli, Erkki Heinonen, Stephan Hau, Jan Nielsen, Rachelle Esterhazy, Cecilie Hillestad Hoff, Hanne Strømme
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
Background: Increased awareness of the individual therapist’s vital contribution to treatment processes and outcome, and the potential role of training and supervision in this respect, warrants a close look at the empirical and theoretical literatu
Externí odkaz:
https://doaj.org/article/8d1516ff9f554814bed101d7593933b5
Autor:
Rachelle Esterhazy, Øyvind Fiksen
Publikováno v:
Uniped, Vol 42, Pp 60-73 (2019)
Abstract Portfolio-based designs are among the most popular student-centered approaches in higher education. While the pedagogical literature typically provides generic advice on ideal portfolio-based designs, there is little empirical data on how s
Externí odkaz:
https://doaj.org/article/f5452b245882479091965ab95df1ff21
Publikováno v:
Assessment in Education: Principles, Policy & Practice. 28:135-150
Signature pedagogies are widely used in professional education to prepare students for the complex and unpredictable nature of professional work. We argue that assessment moments involving professional artefacts contribute to the evaluation and forma
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b43cc3d1b4f1eab1f0e18220e1df9d41
https://doi.org/10.1080/0969594x.2021.1902273
https://doi.org/10.1080/0969594x.2021.1902273
Publikováno v:
Assessment & Evaluation in Higher Education. 45:239-250
The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally underrepresented within empirical studies and their feedb
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::eb8dc6589decb86512d0d79e1b30bee2
https://doi.org/10.1080/02602938.2019.1630363
https://doi.org/10.1080/02602938.2019.1630363
Over the past decades, peer review of teaching has become commonplace at many universities around the world. Though research on the topic is expanding, much of the literature is composed of qualitative studies that offer relevant empirical findings b
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::41f19ae4487f5a7c38418a03dfa52531
http://hdl.handle.net/10852/90772
http://hdl.handle.net/10852/90772
In this study, we examine how university teachers perform teacher feedback literacy (TFL) during problem-based peer mentoring meetings (PPM). Using video observations, we analyse the topics and moment-to-moment interactions as the teachers collective
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::eb05547740ddf7f818da09bd5f1dac00
http://hdl.handle.net/10852/91019
http://hdl.handle.net/10852/91019
Autor:
Rachelle Esterhazy
Publikováno v:
Proceedings of the 2020 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b38b0aa5abbc1a0e17d50eb2426afe9e
https://doi.org/10.3102/1570186
https://doi.org/10.3102/1570186
Publikováno v:
Higher Education Dynamics ISBN: 9783030417567
As the literature has shown, students and teachers in different higher education settings often perceive the quality of feedback in varying ways. Recognising that the discipline is important for the way students and teachers perceive teaching and lea
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a7d61f7eda7406848e3aa13f76b86ae7
https://doi.org/10.1007/978-3-030-41757-4_9
https://doi.org/10.1007/978-3-030-41757-4_9
Autor:
Rachelle Esterhazy, Crina Damsa
Publikováno v:
Studies in Higher Education. 44:260-274
In light of a growing emphasis on student-centred learning approaches, feedback is viewed as an activity that has potential to facilitate higher education students’ explorations of knowledge contents and practices. However, research shows that feed
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b9ff291bf3ed3ba97a9ff5261e4550ca
https://doi.org/10.1080/03075079.2017.1359249
https://doi.org/10.1080/03075079.2017.1359249