• Overview
• Curriculum & Instruction
• Educational Leadership & Policy Studies
• Educational Psychology
• Special Education
• Teacher Education
• Cross-Disciplinary Studies
• Undergraduate Studies

Chrysan Gallucci Research Assistant Professor M207 Miller, Box 353600 College of Education, University of Washington Seattle, WA 98195-3600 chrysan@u.washington.edu

Education Publications Curriculum Vitae

Dr. Gallucci's research and teaching focus on education policy and its connection to issues of professional learning. Her particular interest regards how education professionals who work in diverse systems engage problems of practice related to the improvement of teaching and learning. Dr. Gallucci starts with the premise that professional response to policy initiatives and the problems of current educational practice involve learning and she brings sociocultural theories of learning to bear on these issues.

Dr. Gallucci teaches qualitative methods of educational. Her recent research includes a four-year qualitative study of the university/school district partnership work of the Center for Educational Leadership—a comparative case study of instructional leadership and improvement in three school districts.  She is a Research Associate with the Center for the Study of Teaching and Policy, as well as Co-Program Director for the Masters in Instructional Leadership Program at the College of Education, University of Washington.

Prior to joining the University of Washington faculty, Chrysan Gallucci was a research faculty member at University of California, Santa Barbara.  She has worked as a classroom teacher and has extensive background implementing as well studying inclusive education for students with disabilities.

Education

Ph.D., University of Washington, 2002

Publications

Gallucci, C. (2008).  Districtwide instructional reform:  Using sociocultural theory to link professional learning to organizational support. American Journal of Education, 114, 541-581.

Gallucci, C., Knapp, M.S., Markholt, A., & Ort, S. (2007).  Converging reform “theories” in urban middle schools: District-guided instructional improvement in small schools of choice.  Teachers College Record, 109, 2601-41.

Peck, C., Gallucci, C., Sloan, T., & Lippencott, A. (in press).  Organizational learning and program renewal in teacher education:  A sociocultural theory of learning, innovation, and change.  Educational Research Review.

Boatright, B., Gallucci, C., Swanson, J., Van Lare, M., & Yoon, I. (2008).  Coaching for instructional improvement:  Themes in research and practice.  Washington State Kappan, 2, 3-5.

Boatright, B., Gallucci, C., Swanson, J., Van Lare, M., & Yoon, I. (2008) The ‘studio-residency’:  A job-embedded coaching model.  Washington State Kappan, 2, 28-30.

Boatright, B., Gallucci, C., Van Lare, M., & Yoon, I. (in press).  When looking within is not enough:  How districts are recognizing a need for external expertise.  The School Administrator.

Gallucci, C. (2007).  Using sociocultural theory to link individual and organizational learning processes:  The case of Highline School District’s Instructional Improvement Reform [Document # O-07-3].  Seattle, WA:  Center for the Study of Teaching and Policy, University of Washington.

Gallucci, C., Knapp, M.S., Markholt, A., & Ort, S. (2006).  Standards-based reform and small schools of choice:  How reform theories converge in three urban middle schools.  In J. Chrispeels & A. Harris (Eds.), International perspectives on school improvement.  New York:  Routledge.

Peck, C., Gallucci, C., & Sloan, T. (2006).  Negotiating dilemmas of teacher education reform policy through self-study.  In L. Fitzgerald, M. Heston, & D. Tidwell (Eds.), Collaboration and community:  Pushing the boundaries of self-study.  Proceedings of The Sixth International Conference on Self-Study of Teacher Education Practices.  East Sussex, England.

Gallucci, C. (2003).  Communities of teaching practice and the mediation of teachers’ response to standards-based reform.  Educational Policy Analysis Archives, 11 (35).

Gallucci, C. (2003).  Theorizing about teachers’ responses to reform:  The role of communities of practice (Document O-03-2).  Seattle, WA:  Center for the Study of Teaching and Policy, University of Washington.

Gallucci, C., Knapp, M.S., Markholt, A., & Ort, S. (2003).  Standards-based reform and small schools of choice:  How reform theories converge in three urban middle schools (Document R-03-2). Seattle,WA:  Center for the Study of Teaching and Policy, University of Washington.

Peck, C.A., Gallucci, C., & Staub, D. (2002).  Children with severe disabilities in regular classrooms:  Risk and opportunity for creating inclusive communities.  In G. Furman-Brown (Ed.), School as community:  From promise to practice.  New York:  SUNY Press.           

Laguardia, A., Gallucci, C., Brink, B., Jamison, S., Grisham, D. (2000).  Educational reform and teacher professional development:  “Caught in the headlights!”  Educational Planning, 2, 35-58.