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Sara Salloum

Sara L. Salloum

Assistant Professor of Adolescent Urban Education/ Science EducationCoordinator, Adolescence Urban Education Program

B. Sc., M.A. Lebanese American University (Beirut, Lebanon)Ph.D., University of Illinois at Urbana-Champaign

Description

Dr. Sara Salloum is an assistant professor of science and adolescent education in the Department of Teaching and Learning at the Brooklyn Campus. Her expertise is in science education, urban adolescent education, teacher education, and qualitative and quantitative research methods. She has worked as a research assistant on an NSF-funded Information Technology Research Grant at the Beckman Institute at the University of Illinois at Urbana-Champaign (UIUC). Dr. Salloum taught preservice elementary and secondary science teachers at UIUC and received the Graduate Teaching Award for every semester she individually taught the courses, receiving an outstanding rating for Fall 2005 and 2006. She has experience as a middle school physical science teacher and as anelementary school science teacher. Presently Dr. Salloum’s areas of academic interest are teachers’ knowledge and development especially in terms of how collaborative inquiry with teachers can support teacher change and growth. She explores teacher inquiry as way of reframing and bridging the gap between teacher practice, educational research and theory, and reform notions of teaching and learning. Dr. Salloum is also the coordinator of the Adolescence Urban Education Program in the Department of Teaching and Learning.

Specialties

Urban Adolescent Education, Science Education, Teacher Education

Publications

  • Co-author, “Practical knowledge in teaching: Case studies from physical science classrooms,” published in the Journal of Research in Science Teaching (in press)
  • Co-author, “Careful! It is H2O: Teachers’ conceptions of chemicals,” published in the International Journal of Science Education (2008)
  • Co-author, “The relationship between students’ learning orientation, formal operational reasoning and mental capacity, and their ability to solve conceptual and algorithmic problems in chemistry,” published in the International Journal of Science Education (2004)
  • Co-author, “Classroom talk analysis of a science teacher balancing teaching to the test and for conceptual understandings” (in preparation)

Exhibits

  • Solo exhibits in New York City, Long Island, Upstate New York and Massachusetts
  • Group exhibits in Pennsylvania, Massachusetts and New York City

Honors/Awards

  • Ethics and Equity Scholar, National Association of Research in Science Teaching (2009)
  • Bagley Award, College of Education, University of Illinois at Urbana-Champaign (2005)
  • Listed in “Teachers Ranked Excellent by Their Students,” University of Illinois at Urbana-Champaign (Fall 2002, Fall 2004 (with outstanding rating) and Fall 2005 (with outstanding rating))

Professional Affiliations

  • Member, National Association for Research in Science Teaching (2001-present)
  • Member, American Educational Research Association (2003-present)

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