Communities of Practice and the Mediation ofTeachers' Responses to Standards-based Reform

Chrysan Gallucci

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Author

Chrysan Gallucci
University of California, Santa Barbara

Chrysan Gallucci is an Assistant Researcher in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Her research focuses on educational policy—specifically, the connections between K-12 and Teacher Education reform policies and professional learning; leadership and learning; and the application of practice-oriented, sociocultural learning theories to issues of professional learning in organizational contexts. She also works with SRI, International on a study of policy issues related to the teaching profession in the state of California. Her other professional experiences include classroom teaching (both general and special education) and work with K-12 schools and school districts on systems change and professional development projects.

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