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
Berebitsky, D. & Salloum, S.J. (2017). The relationship between collective efficacy and teachers’ social networks in urban middle schools. AERA Open, 3(4), 1-11.
Goddard, R.D., Skrla, L., & Salloum, S.J. (2017). The role of collective efficacy in closing Student achievement gaps: A mixed methods study of school leadership for excellence and equity. Journal of Education for Students Placed at Risk, 22(4), 220-236.
Berebitsky, D. & Salloum, S.J. (2017). The influence of collective efficacy on mathematics instruction in urban schools. Journal of Research on Organization in Education, 1, 61-76
Salloum, S.J., Hodge, E.M., & Benko, S.L. (2017). Getting connected: Finding literacy resources in the common core era. Kappa Delta Pi Record, 53, 120-125.
Salloum, S.J., Goddard, R.D., & Larsen, R. (2017). A conceptual and empirical analysis of the role of social capital in social reproduction and the promotion of academic achievement. Teachers’ College Record, 119(7), 1-29.
Hodge, E.M., Salloum, S.J., & Benko, S.L. (2016). (Un)Commonly connected: A social network analysis of State standards resources for English language arts. AERA Open, 2(4), 1-19.
Salloum, S.J., Young, T.V., & Brown, R. (2016). Teaching introductory quantitative research methods to doctoral students in leadership: Using real data to improve statistical literacy. International Research in Higher Education, 1(2), 203-214.