Ilana Finefter-Rosenbluh at Monash University - Research Interests, Publications & Academic Profile

Ilana Finefter-Rosenbluh

Senior Lecturer

MONASH UNIVERSITY

Australia

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Research Interests

Educational Technology

50%

Educational Psychology

100%

Critical Pedagogy

70%

Teaching And Learning

70%

Education

50%

Applied Ethics

40%

Values Education

30%

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Articles17

Steering the ‘client’-oriented schooling ship: a moral-ecological assessment framework to preserve professional integrity

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Year:

2024

Exploring preservice teachers’ professional vision: Modes of isolation, ethical noticing, and anticipation in research communities of practice

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Year:

2023

“It’s a financial decision”: students’ ethical understandings of non-government faith-based schooling in a neoliberal society

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Year:

2023

With or without you? Exploring student perception survey assessment data as a teacher-student (un)shared process

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Year:

2023

Teacher Perspectives and Experiences of Assessment Literacy in Victorian Junior Secondary Schools

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Year:

2023

Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning

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Year:

2023

Unpacking the ethics of care and safe learning environments in Indonesian vocational higher education settings: a contested space of power and (teaching) effectiveness

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Year:

2023

Between student voice-based assessment and teacher-student relationships: teachers’ responses to ‘techniques of power’ in schools

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Year:

2022

Motility, viscosity and field: A portrayal of migrant teachers' professional mobility and ethical conflicts in American and Australian faith‐based schools

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Year:

2022

How do teachers enact assessment policies as they navigate critical ethical incidents in digital spaces?

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Year:

2022

Fair assessment as an aspect of effective teaching: teachers’ and students’ perceptions of and positioning within assessment practices in Indonesian vocational higher education

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Year:

2022

The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching

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Year:

2021

Teacher effectiveness in Asian higher education contexts: a systematic review

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Year:

2021

Work like a girl: Redressing gender inequity in academia through systemic solutions

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Year:

2021

Secular teachers in Jewish religious schools: passing, resistance, and freedom of religion

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Year:

2020

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

Article Link

Year:

2020

‘Try walking in my shoes’: teachers’ interpretation of student perception surveys and the role of self-efficacy beliefs, perspective taking and inclusivity in teacher evaluation

Article Link

Year:

2020

Collaborators6

Fiona Gail Longmuir

MONASH UNIVERSITY

AUSTRALIA

Jane Wilkinson

MONASH UNIVERSITY

AUSTRALIA

Melissa Barnes

Associate Professor

La Trobe University

AUSTRALIA

Amanda Berry

RMIT University

AUSTRALIA

Tracii Ryan

University of Melbourne

AUSTRALIA

Carlo Perrotta

University of Melbourne

AUSTRALIA

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