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Personal profile

Biography

Ilana is a lecturer in Globalisation, Leadership and Policy in the Faculty of Education at Monash University. A former research affiliate with the Justice in Schools project and postdoctoral fellow at the Harvard Graduate School of Education, Ilana focuses on revealing practices and contexts that enhance (or conversely mitigate) teaching and learning processes. Specifically, she examines the intricate dimensions that lie in practices of teacher assessment and student evaluation, and investigates ethical complexities within educational work habits. Overall, her work anchors around identifying tools which intend to help educators, policy makers, and administrators make just and effective decisions in their practice. In her work, Ilana draws upon scholarship from multiple disciplines as well as her thirteen years of experience teaching and counselling in schools.

Ilana has authored articles in leading research journals, including Teaching and Teacher Education, Youth & Society, and the International Journal of Qualitative Methods. She has also contributed to prominent scholarly works such that published in Dilemmas of Educational Ethics: Cases and Commentaries (Harvard Education Press) and Educational Psychology.

Keywords

  • Teacher Practice
  • Teaching and Learning
  • Educational Ethics
  • Assessment
  • Research Methodology
  • Educational Theory and Policy (Especially In Relation To Schools)

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Projects 2017 2017

Research Output 2010 2018

Questionnaires as interventions: can taking a survey increase teachers’ openness to student feedback surveys?

Gehlbach, H., Robinson, C. D., Finefter-Rosenbluh, I., Benshoof, C. & Schneider, J., 16 Mar 2018, In : Educational Psychology. 38, 3, p. 350-367 18 p.

Research output: Contribution to journalArticleResearchpeer-review

Open Access
File

Teacher diversity and the right to adaptable education in the religiously oriented school: what can we learn from students’ perceptions?

Finefter-Rosenbluh, I. & Perry-Hazan, L., Jul 2018, In : Youth and Society. 50, 5, p. 615-635 21 p.

Research output: Contribution to journalArticleResearchpeer-review

Open Access
File

Inflated expectations: how should teachers assign grades?

Levinson, M. & Finefter-Rosenbluh, I., 2016, Dilemmas of Educational Ethics: Cases and Commentaries. Levinson, M. & Fay, J. (eds.). 1st ed. Cambridge MA USA: Harvard Education Press, p. 107-112 6 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review