Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Dilemmas of Educational Ethics

reviewed by Serena J. Salloum & Emily M. 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
Search for book at Amazon.com

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Dilemmas of Educational Ethics
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record, Date Published: August 08, 2017
https://www.tcrecord.org ID Number: 22127, Date Accessed: 9/29/2020 10:07:48 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

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.
Member Center
In Print
This Month's Issue