| Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments R Esterhazy, C Damşa Studies in Higher Education 44 (2), 260-274, 2019 | 153 | 2019 |
| Quality in Norwegian Higher Education: A review of research on aspects affecting student learning C Damşa, T de Lange, M Elken, R Esterhazy, T Fossland, N Frølich, ... NIFU, 2015 | 91 | 2015 |
| What matters for productive feedback? Disciplinary practices and their relational dynamics R Esterhazy Assessment & Evaluation in Higher Education 43 (8), 1302-1314, 2018 | 80 | 2018 |
| The conundrum of low achievement and feedback for learning E Pitt, M Bearman, R Esterhazy Assessment & Evaluation in Higher Education, 2019 | 60 | 2019 |
| Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development R Esterhazy, T de Lange, S Bastiansen, AL Wittek Review of Educational Research 91 (2), 237-271, 2021 | 55 | 2021 |
| Pathways to quality in higher education: Case studies of educational practices in eight courses M Nerland, TS Prøitz Nordic Institute for Studies in Innovation, Research and Education NIFU, 2018 | 49 | 2018 |
| Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering R Esterhazy, M Nerland, C Damşa Teaching in Higher Education 26 (6), 806-822, 2021 | 25 | 2021 |
| Re-conceptualizing feedback through a sociocultural lens R Esterhazy The impact of feedback in higher education: Improving assessment outcomes …, 2019 | 25 | 2019 |
| How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions R Esterhazy, T De Lange, A Møystad Assessment in Education: Principles, Policy & Practice 28 (2), 135-150, 2021 | 14 | 2021 |
| Quality in Norwegian Higher Education C Damşa, T de LANGE, M Elken, R Esterhazy, T Fossland, N Frølich, ... Nordic Institute for Studies in Innovation, Research and Education (NIFU), 2015 | 12 | 2015 |
| Performing teacher feedback literacy in peer mentoring meetings R Esterhazy, T de Lange, C Damşa Assessment & Evaluation in Higher Education 48 (2), 227-240, 2023 | 9 | 2023 |
| What counts as quality feedback? Disciplinary differences in students’ and teachers’ perceptions of feedback R Esterhazy, T Fossland, OR Stalheim Quality Work in Higher Education: Organisational and Pedagogical Dimensions …, 2020 | 9 | 2020 |
| Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses R Esterhazy Universitetet i Oslo, 2019 | 8 | 2019 |
| Interdisciplinary Learning in Undergraduate and Graduate Education: Conceptualizations and Empirical Accounts L Markauskaite, H Muukkonen, C Damsa, K Thompson, N Arthars, I Celik, ... International Society of the Learning Sciences (ISLS), 2020 | 7 | 2020 |
| Peer group mentoring among faculty staff in higher education T de Lange, R Esterhazy, L Wittek Faculty peer group mentoring in higher education: Developing collegiality …, 2023 | 5 | 2023 |
| Organizational change in response to the German excellence initiative: A case study of Humboldt University of Berlin R Esterhazy Universities and the Production of Elites: Discourses, Policies, and …, 2018 | 4 | 2018 |
| Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: A Discussion R Esterhazy, D Gijbels Frontline Learning Research 9 (2), 179-185, 2021 | 2 | 2021 |
| Productive feedback practices in higher education R Esterhazy Investigating social and epistemic relations in two undergraduate courses, 2019 | 2 | 2019 |
| Learning Processes and Acquisition of Knowledge and Skills in Training and Supervision of Psychotherapy and Counselling: A Study Protocol for a Scoping Review HW Oddli, E Heinonen, S Hau, J Nielsen, R Esterhazy, CH Hoff, ... Frontiers in Psychology 12, 718314, 2021 | 1 | 2021 |
| Evolution of a portfolio-based design in ecology: a three-year design cycle R Esterhazy, Ø Fiksen Uniped 42 (1), 60-73, 2019 | 1 | 2019 |
