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Dilemmas of Educational Ethics


reviewed by Serena J. Salloum & Emily Hodge — August 08, 2017

coverTitle: Dilemmas of Educational Ethics
Author(s): Meira Levinson & Jacob Fay (Eds.)
Publisher: Harvard Education Press, Boston
ISBN: 1612509320, Pages: 264, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: August 08, 2017
http://www.tcrecord.org ID Number: 22127, Date Accessed: 12/16/2017 3:47:20 PM

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About the Author
  • Serena Salloum
    Ball State University
    E-mail Author
    SERENA J. SALLOUM, Ph.D., is an Assistant Professor of Educational Leadership at Ball State University. She has co-authored publications that examine how school context promotes educational outcomes. In particular, she focuses on how organizational culture and structure promotes equity in high poverty schools. Recent work has appeared in AERA Open and Teachers College Record. Dr. Salloum’s current projects include studies of how early career teachers’ planning and enactment of mathematics instruction is influenced by their social network members and social context. In addition, she is investigating the instructional resources State Educational Agencies endorse for Common Core Implementation and implications for classroom instruction.
  • Emily Hodge
    Ball State University
    E-mail Author
    EMILY M. HODGE, Ph.D., is an Assistant Professor of Educational Leadership at Montclair State University in New Jersey. She received her PhD from the Department of Education Policy Studies at The Pennsylvania State University in 2015. Her work uses historical and qualitative methods, as well as social network analysis, to examine the implementation of equity-oriented education policies from the national level to the classroom level. For example, Hodge has explored how educational systems, schools, and teachers negotiate the tension between standardization and differentiation in the context of the Common Core State Standards, and how state educational agencies are supporting standards implementation. Hodge’s research has been published in AERA Open, Educational Policy, and Review of Research in Education, among others.
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