About Serena Salloum
Dr. Serena Salloum has taught elementary school in Los Angeles and Chicago. Her research focuses on how organizational culture and structure promotes equity in high poverty schools and instructional policy implementation. Currently she has projects studying how early career teachers plan and enact mathematics instruction, and how Common Core State Standards have been implemented in secondary ELA.
Dr. Salloum is an Assistant Professor who teaches courses on educational policy and applied research methods in the doctoral program.
University of Michigan, 2011
Doctor of Philosophy in Administration and Policy
Recent Research and Publications
Salloum, S.J. (in press). Building coherence vs. disseminating triage: An investigation of collective efficacy, social context, and teachers’ work. American Journal of Education.
Frank, K., Kim, J., Salloum, S.J., Bieda, K.N. & Youngs, P. (2020). From interpretation to instructional practice: A network study of early career teachers’ sensemaking in the era of accountability pressures and common core state standards. American Education Research Journal. https://doi.org/0002831220911065
Salloum, S.J., Hodge, E.M., & Benko, S.L. (2020). Testing state attributes’ relationship with state policy networks of curricular resources. Educational Policy Analysis Archives, 28.
Benko, S.L., Hodge, E.M., & Salloum, S.J. (2020). Understanding the nature of state-provided writing resources. JournalofLiteracyResearch,52(2),136-157.
Bieda, K.N., Salloum, S.J., Hu, S., Sweeny, S.P., Lane, J., & Torphy, K.T. (2020). Capturing early career teachers’ enactment of ambitious mathematics practice at scale. Journal of Classroom Interaction 55(1), 41- 63.
Hodge, E.M., Benko, S.L., & Salloum, S.J. (2020). Tracing states’ messages about common core instruction: An analysis of English/language arts and close reading resources. Teachers College Record, 122(3).