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 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.
Gallucci, C., Van Lare, M., Yoon, I., Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47, 919-963.
Peck, C., Gallucci, C., & Sloan, T. (2010). Negotiating implementation of high-stakes performance assessment policies in teacher education: From compliance to inquiry. Journal of Teacher Education, 61, 451-463.
Peck, C., Gallucci, C., Sloan, T., & Lippincott, A. (2009). Organizational learning and program renewal in teacher education: A socio-cultural perspective on learning, innovation, and change. Educational Research Review, 4, 16-25.
Boatright, B., Gallucci, C., Van Lare, M., & Yoon, I. (January, 2009). When looking within is not enough: How districts act on a recognized need for external expertise. The School Administrator, 66(1), 29-31.
Boatright, B., Gallucci, C., Swanson, J., Van Lare, M., & Yoon, I. (Summer, 2009). Medical residency model goes to school. Journal of Staff Development, 30(3), 18-20, 22.
Gallucci, C. (2008). Districtwide instructional reform: Using sociocultural theory to link professional learning to organizational support. American Journal of Education, 114, 541-581.
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.
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.
Gallucci, C. (2003). Communities of teaching practice and the mediation of teachers’ response to standards-based reform. Educational Policy Analysis Archives, 11 (35).
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.
RECENT BOOK CHAPTERS
Gallucci, C., Staub, D., Schwartz, I., Bains, A., & Peck, C. (in press). “We wouldn’t have a good class without him”: Using participatory action research to facilitate inclusion of children with severe disabilities in general education classrooms. In C. Kennedy & C. Peck (Eds.), Context and intervention in developmental disabilities. London: Taylor and Francis Group.
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., 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.