| Incorporating perspective taking in reflexivity: A method to enhance insider qualitative research processes I Finefter-Rosenbluh International Journal of Qualitative Methods 16 (1), 1609406917703539, 2017 | 162 | 2017 |
| Behind the scenes of reflective practice in professional development: A glance into the ethical predicaments of secondary school teachers I Finefter-Rosenbluh Teaching and Teacher Education 60, 1-11, 2016 | 84 | 2016 |
| Work like a girl: Redressing gender inequity in academia through systemic solutions KA Allen, K Butler-Henderson, A Reupert, F Longmuir, ... Journal of University Teaching and Learning Practice 18 (3), 2021 | 65 | 2021 |
| What is wrong with grade inflation (if anything)? I Finefter-Rosenbluh, M Levinson Philosophical Inquiry in Education 23 (1), 3-21, 2015 | 62 | 2015 |
| Questionnaires as interventions: can taking a survey increase teachers’ openness to student feedback surveys? H Gehlbach, CD Robinson, I Finefter-Rosenbluh, C Benshoof, ... Educational Psychology 38 (3), 350-367, 2018 | 44 | 2018 |
| ‘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 I Finefter-Rosenbluh Cambridge Journal of Education 50 (6), 747-769, 2020 | 26 | 2020 |
| The impact of student perception surveys on teachers’ practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching I Finefter-Rosenbluh, T Ryan, M Barnes Teaching and Teacher Education 106, 103436, 2021 | 25 | 2021 |
| Teacher diversity and the right to adaptable education in the religiously oriented school: what can we learn from students’ perceptions? I Finefter-Rosenbluh, L Perry-Hazan Youth & Society 50 (5), 615-635, 2018 | 17 | 2018 |
| Discipline lessons from American faith-based autonomous schools: a narrative of power and ‘mini-public’ideology I Finefter-Rosenbluh Journal of Education Policy 37 (2), 308-333, 2022 | 16 | 2022 |
| Teacher effectiveness in Asian higher education contexts: A systematic review M Sofyan, M Barnes, I Finefter-Rosenbluh Teaching in Higher Education 28 (8), 2135-2159, 2023 | 12 | 2023 |
| Inflated expectations: How should teachers assign grades? M Levinson, I Finefter-Rosenbluh Dilemmas of Educational Ethics: Cases and Commentaries, 107-112, 2016 | 12 | 2016 |
| Between student voice-based assessment and teacher-student relationships: teachers’ responses to ‘techniques of power’in schools I Finefter-Rosenbluh British journal of sociology of education 43 (6), 842-859, 2022 | 11 | 2022 |
| Pluralistic and communalistic pedagogies and intellectual abilities among high school students: A case study I Finefter-Rosenbluh, D Court Curriculum and Teaching 29 (1), 21-36, 2014 | 11 | 2014 |
| Exploring preservice teachers’ professional vision: Modes of isolation, ethical noticing, and anticipation in research communities of practice I Finefter-Rosenbluh, K Power Teaching and Teacher Education 132, 104245, 2023 | 5 | 2023 |
| Motility, viscosity and field: A portrayal of migrant teachers' professional mobility and ethical conflicts in American and Australian faith‐based schools I Finefter‐Rosenbluh British Educational Research Journal 48 (5), 1008-1026, 2022 | 5 | 2022 |
| Accountability and Assessment: The Resurrection of Scientific Policy I Finefter-Rosenbluh, R Chowdhury In English F. (ed), The Palgrave Handbook of Educational Leadership and …, 2021 | 5 | 2021 |
| Who's afraid of the students' voice? About teacher assessment, evaluation and considering students' role in school improvement I Finefter-Rosenbluh In J.S. Brooks, & A. Heffernan, (Eds.), The school leadership survival guide …, 2020 | 5 | 2020 |
| How do teachers enact assessment policies as they navigate critical ethical incidents in digital spaces? I Finefter-Rosenbluh, C Perrotta British Journal of Sociology of Education 44 (2), 220-238, 2023 | 4 | 2023 |
| Secular teachers in Jewish religious schools: passing, resistance, and freedom of religion L Perry-Hazan, I Finefter-Rosenbluh, E Muzikovskaya Oxford Review of Education 47 (4), 495-512, 2021 | 4 | 2021 |
| Acting upon student voice-based teaching assessment initiatives: An account of participatory action research for teacher professional learning I Finefter-Rosenbluh, A Berry, T Ryan Journal of Teacher Education 74 (5), 508-521, 2023 | 3 | 2023 |
Meira LevinsonProfessor of Education, Harvard University在 harvard.edu 的电子邮件经过验证
