Educational theory and policy
A sociologist and school counsellor by training, Ilana draws on scholarship from multiple disciplines, as well as her experience teaching and counselling in diverse international educational environments. 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 strategies 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.
Ilana Finefter-Rosenbluh's Articles
Levelling the Year 12 playing field
The pandemic has paved the way for much-needed inclusive assessments in Victorian schools, taking into account more than just students’ academic capabilities.
Creating 'pandemic-resilient' schools
The COVID-19 crisis highlights educational systems’ ethical responsibility in providing more than just grades signifying curricular mastery.