Ilana Finefter-Rosenbluh
Biographic Data
| ID | 250407 |
|---|---|
| NAME | Ilana Finefter-Rosenbluh |
| GIVEN NAMES | Ilana |
| FAMILY NAME | Finefter-Rosenbluh |
| SIGNATURE | FINEFTER-ROSENBLUH I |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0001-9107-7262 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Steering the ‘client’-oriented schooling ship: A moral-ecological assessment framework to preserve professional integrity
Grade inflation has been at the centre of heated debates in nations where schools are gradually shaped by a market-based praxis. Utilising teachers’ interviews in one US private/non-government faith-based school, this study examines how grade inflation shapes their sense of integrity and morality. The paper focuses on the faith-based schooling space for having the highest enrolment of all private/non-government school students, as well as an exte…
It’s a financial decision: Students’ Ethical Understandings of Non-Government Faith-Based Schooling in a Neoliberal Society
The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students.This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals.Taking the vi…
Ethical discourses of justice: Understanding Edu-Philanthropy in Exclusionary Schools
Contemporary discourses of educational philanthropy highlight the increasing role that benefactors play in shaping schools’ policy and practice. In Australia, there have been growing ethical concerns about the model of school funding and the attention it attracts from billionaire edu-philanthropists to support faith-based private schools as highly exclusionary forms of schooling. Utilising ‘small d’ discourse analysis and Nancy Fraser’s theory of…
Fair assessment as an aspect of effective teaching: Teachers’ and students’ perceptions of and positioning within assessment practices in Indonesian vocational higher education
Ensuring teacher effectiveness within higher education contexts continues to shape institutional policy discourse and practice. However, there is limited research exploring how assessment practices correspond with teachers’ and students’ perceptions of teacher effectiveness, particularly in vocational higher education settings. Acknowledging the complexities of assessing vocational competence and the dearth of literature exploring teacher and stu…
With or without you? Exploring student perception survey assessment data as a teacher-student (un)shared process
Student voice initiatives such as Student Perception Surveys (SPS) are increasingly promoted by education authorities to assess teaching for learning improvement. Nevertheless, considerable ambiguity surrounds teacher and student consultation and involvement during the implementation of and response to SPS, suggesting students’ scepticism in the power of their voice and teachers’ struggle to act upon this important assessment data. Utilising Fiel…
Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools
Teachers’ assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers’ assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers’ practices and beliefs, in particular junior secondary school teachers. Drawing from a larger project, this paper employs a synthesised conceptual framework on asse…
Teacher effectiveness in Asian higher education contexts: A systematic review
Exploring preservice teachers’ professional vision: Modes of isolation, ethical noticing, and anticipation in research communities of practice
Research-based teacher education programs are designed to develop preservice teachers' multifaceted attitudes to teaching, including their professional vision or the perceptual processes and ability to notice and interpret education fundamentals in a classroom. Nonetheless, such programs' influence on preservice teachers' professional vision remains unclear. Utilising Australian preservice teachers’ interviews, research projects and surveys in a …
How do teachers enact assessment policies as they navigate critical ethical incidents in digital spaces
Teachers are increasingly required to enact assessment policies in digitalised spaces, raising ethical issues of privacy and surveillance in the process. Yet, while policy enactment has been examined extensively, there remains research uncertainty around the ethical dimensions associated with assessment policy in digitalised settings. Drawing upon Ball et al.’s Typology of Policy Positions, and utilising Australian teachers’ interviews, we illust…
Teaching about climate change in the midst of ecological crisis: Responsibilities, challenges, and possibilities
Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning
Numerous nations implement Student Perception Surveys (SPS) in their schools to assess teaching for student learning improvement. However, research suggests no significant change in teachers' practices following such student voice-based assessment initiatives, noting their struggle to act upon it. Utilizing the pyramid of student voice as a key framework, we investigate how a Participatory Action Research (PAR)-based professional development (PD)…
Discipline lessons from American faith-based autonomous schools: A narrative of power and ‘mini-public’ ideology
Widespread neoliberal approaches to education consider schools increasingly accountable for self-management and ‘client’ recruitment, encapsulating economic ideologies that assume privatisation is essential for social progress. With an ever-shifting landscape of market-driven policies and the increasing growth of private education settings, more research is needed to cast light on emerging or under-researched aspects of autonomous schools. Locate…
Between student voice-based assessment and teacher-student relationships: Teachers’ responses to ‘techniques of power’ in schools
This paper draws upon Foucault’s problematisation of governmentality analysis to explore teacher interviews from Australian secondary schools, where student voice was ‘enacted’ within a teacher assessment reform strategy. By bringing teacher voices into relation with theory, it illustrates how the current ‘sociality of performativity’ is situating student voice-based assessment initiatives as power apparatuses of teacher surveillance that shape t…
Motility, viscosity and field: A portrayal of migrant teachers' professional mobility and ethical conflicts in American and Australian faith‐based schools
International migration is attaining new records, diversifying nations' cultural–social landscapes. The number of international migrants is estimated to be about 272 million globally, with nearly two‐thirds being labour migrants, surpassing historic projections. Concomitantly, migrant teachers are becoming more prevalent in educational markets; spaces that may serve as institutional vehicles promoting social cohesion and tolerance. Acknowledging …
Secular teachers in Jewish religious schools: Passing, resistance, and freedom of religion
This study explored the perceptions of 25 secular teachers employed in American, Australian, and Israeli Jewish religious schools regarding disparities between their secular identity and their school’s religious habitus. It also examined the ways these teachers cope with such disparities. Findings suggest that teachers’ challenges were anchored in their freedom of religion and conscience, educational credo, and framed organisational position. How…
The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching
‘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
For decades, policymakers deliberated whether student perception surveys (SPS) should be a component of teacher evaluation programmes in schools. However, much research has focused on SPS’ reliability and validity, and little is known about teachers’ interpretation of SPS or what preparation should be instituted before administering such surveys. Guided by a qualitative descriptive/interpretive approach, this paper draws upon 20 teacher interview…
Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students' Perceptions
This study examines students' perceptions of disparities between teachers' views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the children's right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the…
Incorporating Perspective Taking in Reflexivity: A Method to Enhance Insider Qualitative Research Processes
A growing literature has discussed multiple complexities of various researcher stances and the place of reflexivity in qualitative research. This article contributes to the literature by illuminating the importance and illustrating ways of incorporating perspective taking in insider processes of reflexivity. Specifically, this article dissects an insider-researcher's attempt to resolve research uncertainties by considering the perspective of an o…
Behind the scenes of reflective practice in professional development: A glance into the ethical predicaments of secondary school teachers
Incorporating Perspective Taking in Reflexivity: A Method to Enhance Insider Qualitative Research Processes
A growing literature has discussed multiple complexities of various researcher stances and the place of reflexivity in qualitative research. This article contributes to the literature by illuminating the importance and illustrating ways of incorporating perspective taking in insider processes of reflexivity. Specifically, this article dissects an insider-researcher's attempt to resolve research uncertainties by considering the perspective of an o…
Behind the scenes of reflective practice in professional development: A glance into the ethical predicaments of secondary school teachers
Teaching about climate change in the midst of ecological crisis: Responsibilities, challenges, and possibilities
Discipline lessons from American faith-based autonomous schools: A narrative of power and ‘mini-public’ ideology
Widespread neoliberal approaches to education consider schools increasingly accountable for self-management and ‘client’ recruitment, encapsulating economic ideologies that assume privatisation is essential for social progress. With an ever-shifting landscape of market-driven policies and the increasing growth of private education settings, more research is needed to cast light on emerging or under-researched aspects of autonomous schools. Locate…
The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching
Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students' Perceptions
This study examines students' perceptions of disparities between teachers' views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the children's right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the…
Exploring preservice teachers’ professional vision: Modes of isolation, ethical noticing, and anticipation in research communities of practice
Research-based teacher education programs are designed to develop preservice teachers' multifaceted attitudes to teaching, including their professional vision or the perceptual processes and ability to notice and interpret education fundamentals in a classroom. Nonetheless, such programs' influence on preservice teachers' professional vision remains unclear. Utilising Australian preservice teachers’ interviews, research projects and surveys in a …
Between student voice-based assessment and teacher-student relationships: Teachers’ responses to ‘techniques of power’ in schools
This paper draws upon Foucault’s problematisation of governmentality analysis to explore teacher interviews from Australian secondary schools, where student voice was ‘enacted’ within a teacher assessment reform strategy. By bringing teacher voices into relation with theory, it illustrates how the current ‘sociality of performativity’ is situating student voice-based assessment initiatives as power apparatuses of teacher surveillance that shape t…
Motility, viscosity and field: A portrayal of migrant teachers' professional mobility and ethical conflicts in American and Australian faith‐based schools
International migration is attaining new records, diversifying nations' cultural–social landscapes. The number of international migrants is estimated to be about 272 million globally, with nearly two‐thirds being labour migrants, surpassing historic projections. Concomitantly, migrant teachers are becoming more prevalent in educational markets; spaces that may serve as institutional vehicles promoting social cohesion and tolerance. Acknowledging …
It’s a financial decision: Students’ Ethical Understandings of Non-Government Faith-Based Schooling in a Neoliberal Society
The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students.This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals.Taking the vi…
Ethical discourses of justice: Understanding Edu-Philanthropy in Exclusionary Schools
Contemporary discourses of educational philanthropy highlight the increasing role that benefactors play in shaping schools’ policy and practice. In Australia, there have been growing ethical concerns about the model of school funding and the attention it attracts from billionaire edu-philanthropists to support faith-based private schools as highly exclusionary forms of schooling. Utilising ‘small d’ discourse analysis and Nancy Fraser’s theory of…
Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning
Numerous nations implement Student Perception Surveys (SPS) in their schools to assess teaching for student learning improvement. However, research suggests no significant change in teachers' practices following such student voice-based assessment initiatives, noting their struggle to act upon it. Utilizing the pyramid of student voice as a key framework, we investigate how a Participatory Action Research (PAR)-based professional development (PD)…
Behind the scenes of reflective practice in professional development: A glance into the ethical predicaments of secondary school teachers
Incorporating Perspective Taking in Reflexivity: A Method to Enhance Insider Qualitative Research Processes
A growing literature has discussed multiple complexities of various researcher stances and the place of reflexivity in qualitative research. This article contributes to the literature by illuminating the importance and illustrating ways of incorporating perspective taking in insider processes of reflexivity. Specifically, this article dissects an insider-researcher's attempt to resolve research uncertainties by considering the perspective of an o…
Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students' Perceptions
This study examines students' perceptions of disparities between teachers' views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the children's right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the…
‘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
For decades, policymakers deliberated whether student perception surveys (SPS) should be a component of teacher evaluation programmes in schools. However, much research has focused on SPS’ reliability and validity, and little is known about teachers’ interpretation of SPS or what preparation should be instituted before administering such surveys. Guided by a qualitative descriptive/interpretive approach, this paper draws upon 20 teacher interview…
Secular teachers in Jewish religious schools: Passing, resistance, and freedom of religion
This study explored the perceptions of 25 secular teachers employed in American, Australian, and Israeli Jewish religious schools regarding disparities between their secular identity and their school’s religious habitus. It also examined the ways these teachers cope with such disparities. Findings suggest that teachers’ challenges were anchored in their freedom of religion and conscience, educational credo, and framed organisational position. How…
The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching
Discipline lessons from American faith-based autonomous schools: A narrative of power and ‘mini-public’ ideology
Widespread neoliberal approaches to education consider schools increasingly accountable for self-management and ‘client’ recruitment, encapsulating economic ideologies that assume privatisation is essential for social progress. With an ever-shifting landscape of market-driven policies and the increasing growth of private education settings, more research is needed to cast light on emerging or under-researched aspects of autonomous schools. Locate…
Between student voice-based assessment and teacher-student relationships: Teachers’ responses to ‘techniques of power’ in schools
This paper draws upon Foucault’s problematisation of governmentality analysis to explore teacher interviews from Australian secondary schools, where student voice was ‘enacted’ within a teacher assessment reform strategy. By bringing teacher voices into relation with theory, it illustrates how the current ‘sociality of performativity’ is situating student voice-based assessment initiatives as power apparatuses of teacher surveillance that shape t…
Motility, viscosity and field: A portrayal of migrant teachers' professional mobility and ethical conflicts in American and Australian faith‐based schools
International migration is attaining new records, diversifying nations' cultural–social landscapes. The number of international migrants is estimated to be about 272 million globally, with nearly two‐thirds being labour migrants, surpassing historic projections. Concomitantly, migrant teachers are becoming more prevalent in educational markets; spaces that may serve as institutional vehicles promoting social cohesion and tolerance. Acknowledging …
Teacher effectiveness in Asian higher education contexts: A systematic review
Exploring preservice teachers’ professional vision: Modes of isolation, ethical noticing, and anticipation in research communities of practice
Research-based teacher education programs are designed to develop preservice teachers' multifaceted attitudes to teaching, including their professional vision or the perceptual processes and ability to notice and interpret education fundamentals in a classroom. Nonetheless, such programs' influence on preservice teachers' professional vision remains unclear. Utilising Australian preservice teachers’ interviews, research projects and surveys in a …
How do teachers enact assessment policies as they navigate critical ethical incidents in digital spaces
Teachers are increasingly required to enact assessment policies in digitalised spaces, raising ethical issues of privacy and surveillance in the process. Yet, while policy enactment has been examined extensively, there remains research uncertainty around the ethical dimensions associated with assessment policy in digitalised settings. Drawing upon Ball et al.’s Typology of Policy Positions, and utilising Australian teachers’ interviews, we illust…
Teaching about climate change in the midst of ecological crisis: Responsibilities, challenges, and possibilities
Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning
Numerous nations implement Student Perception Surveys (SPS) in their schools to assess teaching for student learning improvement. However, research suggests no significant change in teachers' practices following such student voice-based assessment initiatives, noting their struggle to act upon it. Utilizing the pyramid of student voice as a key framework, we investigate how a Participatory Action Research (PAR)-based professional development (PD)…
Fair assessment as an aspect of effective teaching: Teachers’ and students’ perceptions of and positioning within assessment practices in Indonesian vocational higher education
Ensuring teacher effectiveness within higher education contexts continues to shape institutional policy discourse and practice. However, there is limited research exploring how assessment practices correspond with teachers’ and students’ perceptions of teacher effectiveness, particularly in vocational higher education settings. Acknowledging the complexities of assessing vocational competence and the dearth of literature exploring teacher and stu…
With or without you? Exploring student perception survey assessment data as a teacher-student (un)shared process
Student voice initiatives such as Student Perception Surveys (SPS) are increasingly promoted by education authorities to assess teaching for learning improvement. Nevertheless, considerable ambiguity surrounds teacher and student consultation and involvement during the implementation of and response to SPS, suggesting students’ scepticism in the power of their voice and teachers’ struggle to act upon this important assessment data. Utilising Fiel…
Teacher perspectives and experiences of assessment literacy in Victorian junior secondary schools
Teachers’ assessment practices are invariably related to their knowledge, skills, and beliefs or their assessment literacy. While teachers’ assessment literacy continues to gain attention, there is limited empirical research on the relationship between assessment literacy and teachers’ practices and beliefs, in particular junior secondary school teachers. Drawing from a larger project, this paper employs a synthesised conceptual framework on asse…
Steering the ‘client’-oriented schooling ship: A moral-ecological assessment framework to preserve professional integrity
Grade inflation has been at the centre of heated debates in nations where schools are gradually shaped by a market-based praxis. Utilising teachers’ interviews in one US private/non-government faith-based school, this study examines how grade inflation shapes their sense of integrity and morality. The paper focuses on the faith-based schooling space for having the highest enrolment of all private/non-government school students, as well as an exte…
It’s a financial decision: Students’ Ethical Understandings of Non-Government Faith-Based Schooling in a Neoliberal Society
The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students.This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals.Taking the vi…
Ethical discourses of justice: Understanding Edu-Philanthropy in Exclusionary Schools
Contemporary discourses of educational philanthropy highlight the increasing role that benefactors play in shaping schools’ policy and practice. In Australia, there have been growing ethical concerns about the model of school funding and the attention it attracts from billionaire edu-philanthropists to support faith-based private schools as highly exclusionary forms of schooling. Utilising ‘small d’ discourse analysis and Nancy Fraser’s theory of…
Sociology (17 works) · Political science (16 works) · Pedagogy (12 works) · Psychology (12 works) · Social science (8 works) · Teacher Education and Leadership Studies (8 works) · Mathematics education (7 works) · Public relations (7 works) · Perception (6 works) · Law (5 works)