Research output per year

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Personal profile


Ilana Finefter-Rosenbluh is a Lecturer in Educational Assessment and Ethics 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, her studies explore practices that enhance (or conversely, mitigate) teaching and learning processes in educational settings. Her main research interests centre on understanding the impact of educators' perspectives on, and their ethical experiences with, various assessment tools and how they can inform the development of new strategies intended to improve educational practices. Exploring the ethical and moral sources of teacher (dis)satisfaction, she investigates the way norms are shaped and affect educators’ work in schools.

A sociologist and school counsellor by training, Ilana draws upon scholarship from multiple disciplines as well as her experience teaching and counselling in diverse international educational environments. Her research expertise aims to help teachers, educational leaders, and policymakers to make just and informed decisions in their practice. This is part of a tripartite framework that encompasses schools as communities of practice; the ethical and moral origins of normativity in teacher subjectification, and how educators can best develop dynamic learning strategies for students. She has published in leading research journals, including Journal of Education Policy, Teaching and Teacher EducationYouth & Society, Cambridge Journal of Education, and the International Journal of Qualitative Methods. She has also contributed to prominent scholarly works such that published in Harvard Education Press and Educational Psychology. 

Research area keywords

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

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Research Output

Discipline lessons from American faith-based autonomous schools: a narrative of power and ‘mini-public’ ideology

Finefter-Rosenbluh, I., 2020, (Accepted/In press) In : Journal of Education Policy. 26 p.

Research output: Contribution to journalArticleResearchpeer-review

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
6 Citations (Scopus)

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

3 Citations (Scopus)
Open Access
9 Citations (Scopus)

Press / Media