Serena J Salloum
Biographic Data
| ID | 5180832 |
|---|---|
| NAME | Serena J Salloum |
| GIVEN NAMES | Serena J |
| FAMILY NAME | Salloum |
| SIGNATURE | SALLOUM S J |
| AFFILIATIONS | Ball State University |
| ORCID | 0000-0002-8351-2698 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Better Together
Rural schools often face limited access to evidence‐based autism services, making sustainable models of support essential. This study evaluated a peer‐coaching adaptation of the Collaborative Model for Promoting Competence and Success (COMPASS) to improve intervention implementation for students with autism in rural special education settings. Using a single‐case design, two teacher dyads, three students, and their caregivers participated in cons…
How State Educational Agency Coordinators Navigate Logics of Local Control in Standards Implementation
State educational agency content coordinators commonly experience tensions in their professional roles related to distinct sets of beliefs, or logics, about who “should” control what students learn: the state bureaucracy, the local community, or the broader profession. Using an institutional logics frame and drawing on interviews with coordinators for English/language arts representing about a third of U.S. states, we illustrate how individuals n…
Ambitious instruction and student achievement
Building Coherence
Purpose: Collective efficacy (CE)—a group’s belief in its capabilities to organize and execute courses of action required to reach a goal—is an important organizational property because it facilitates goal attainment. The purpose of this sequential explanatory mixed-methods study was (1) to affirm the link between CE and student achievement, (2) to understand the antecedents of CE, and (3) to illustrate how school leaders shape conditions to prom…
Policy Into Practice
Although research suggests that teachers turn to their state departments of education for curricular resources, little is known about the resources teachers find on state websites and the recommendations these resources make, especially for teaching writing. We analyze state-provided resources focused on writing ( n = 123) for their type, standard(s), and sponsor(s). We also analyze a subset of 40 resources to describe the epistemologies about wr…
State educational agencies in an uncertain environment
Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for…
Tracing States’ Messages About Common Core Instruction
Background A common set of standards enables the sharing of curricular and professional development resources across state lines. In a previous study of state-provided standards resources for English/language arts, we identified the number of state educational agencies linking to different organizations’ resources. We then identified the 10 most influential organizations; in other words, the organizations to which the highest number of states had…
From Interpretation to Instructional Practice
Accountability pressures and the Common Core State Standards for Mathematics have created complex demands for educators, especially early-career teachers (ECTs). Analyzing longitudinal data, including the social networks of 119 ECTs, we find that ECTs increase their ambitious mathematics instruction when their network members positively interpret accountability pressures and curricular standards as manifest in standardized tests and evaluation. T…
From Interpretation to Instructional Practice
Accountability pressures and the Common Core State Standards for Mathematics have created complex demands for educators, especially early-career teachers (ECTs). Analyzing longitudinal data, including the social networks of 119 ECTs, we find that ECTs increase their ambitious mathematics instruction when their network members positively interpret accountability pressures and curricular standards as manifest in standardized tests and evaluation. T…
Ambitious instruction and student achievement
Policy Into Practice
Although research suggests that teachers turn to their state departments of education for curricular resources, little is known about the resources teachers find on state websites and the recommendations these resources make, especially for teaching writing. We analyze state-provided resources focused on writing ( n = 123) for their type, standard(s), and sponsor(s). We also analyze a subset of 40 resources to describe the epistemologies about wr…
State educational agencies in an uncertain environment
Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for…
Tracing States’ Messages About Common Core Instruction
Background A common set of standards enables the sharing of curricular and professional development resources across state lines. In a previous study of state-provided standards resources for English/language arts, we identified the number of state educational agencies linking to different organizations’ resources. We then identified the 10 most influential organizations; in other words, the organizations to which the highest number of states had…
From Interpretation to Instructional Practice
Accountability pressures and the Common Core State Standards for Mathematics have created complex demands for educators, especially early-career teachers (ECTs). Analyzing longitudinal data, including the social networks of 119 ECTs, we find that ECTs increase their ambitious mathematics instruction when their network members positively interpret accountability pressures and curricular standards as manifest in standardized tests and evaluation. T…
Ambitious instruction and student achievement
Building Coherence
Purpose: Collective efficacy (CE)—a group’s belief in its capabilities to organize and execute courses of action required to reach a goal—is an important organizational property because it facilitates goal attainment. The purpose of this sequential explanatory mixed-methods study was (1) to affirm the link between CE and student achievement, (2) to understand the antecedents of CE, and (3) to illustrate how school leaders shape conditions to prom…
How State Educational Agency Coordinators Navigate Logics of Local Control in Standards Implementation
State educational agency content coordinators commonly experience tensions in their professional roles related to distinct sets of beliefs, or logics, about who “should” control what students learn: the state bureaucracy, the local community, or the broader profession. Using an institutional logics frame and drawing on interviews with coordinators for English/language arts representing about a third of U.S. states, we illustrate how individuals n…
Better Together
Rural schools often face limited access to evidence‐based autism services, making sustainable models of support essential. This study evaluated a peer‐coaching adaptation of the Collaborative Model for Promoting Competence and Success (COMPASS) to improve intervention implementation for students with autism in rural special education settings. Using a single‐case design, two teacher dyads, three students, and their caregivers participated in cons…
Pedagogy (7 works) · Psychology (7 works) · Computer Science (6 works) · Mathematics education (6 works) · Political science (5 works) · Educational Assessment and Improvement (4 works) · Educator Training and Historical Pedagogy (4 works) · Sociology (4 works) · Curriculum (3 works) · Public relations (3 works)