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Dr. Gary R. Galluzzo
PhD, Syracuse University
Professor Emeritus of Education
Teaching and Teacher Education

Contact Information

Send email to Dr. Galluzzo

Phone: (703) 993-2567
Fax: (703) 993-2063

George Mason University
Fairfax Campus
West Building 2202
4400 University Dr.
MS 1D5
Fairfax, VA 22030


Gary R. Galluzzo (Ph.D., Syracuse University) is Professor Emeritus in the College of Education and Human Development, as well as the Director of the Ph.D. in Education program.

Dr. Galluzzo served as Dean of Masons then-Graduate School of Education and as the Executive Vice-President of the National Board for Professional Teaching Standards. He has been at George Mason University since 1997.

Dr. Galluzzo came to Mason from the University of Northern Colorado, where he was Professor and Dean of the College of Education. He also served as the director of the Laboratory School at the University of Northern Colorado. He has been on the faculty at Western Kentucky University and Rowan University (NJ). He began his career as a high school History-Social Studies teacher in upstate New York.

He served as a member of the Board of Directors of the National Board for Professional Teaching Standards from 1994 through 2000, and on the Board of Directors of the American Association of Colleges for Teacher Education (AACTE) from 1995-1998. He also served as the Co-Chair of the Colorado Teachers and Special Services Professional Standards Board from 1992-1997.

His research interests include investigations into how students become teachers, curriculum reform in teacher education, program evaluation in teacher education, education reform, and preparing teachers to be the agents of school change. He was a member of the AACTE Research and Information Committee which conducted eight annual national studies of teacher education and published the monograph series, Teaching Teachers: Facts and Figures known as the Research About Teacher Education (RATE) Project. He is co-author of The Rise and Stall of Teacher Education Reform, and The Masters Degree in Education as Professional Development. He is published in professional journals and has chapters in the Handbook of Research on Teacher Education, the International Encyclopedia of Education, and the Advances in Teacher Education series, among others.

At the 2014 AACTE annual meeting, he was awarded the David G. Imig Award for Distinguished Achievement in Teacher Education.

Research Interests
  • Teacher Education
  • School Reform
Recent Publications
  • Fullan, M., Galluzzo, G., Morris, P., & Watson, N. (1997). The Rise and Stall of Teacher Education Reform. Washington, DC: AACTE.
  • Where Should We Educate Teachers? in A. Cole, R.A. Elijah, and G.A. Knowles (Eds.), The Heart of the Matter. Caddo Gap Press, 1998.
  • Will the Best and the Brightest Teach?, Education Week, May 5, 1999.
  • Whos Leading Education Reform? Virginia Journal of Education. June, 2003.
  • Moving to the Margins. Educational Horizons. Summer, 2004
  • Performance Assessment and Renewing Teacher Education.  The Clearinghouse. March/April, 2005
  • Lukacs, K.S., Horak, A.K. & Galluzzo, G.R. (2010). Does teaching how to make a difference make a difference? A pre/post study of an "Educational Change" course. Focus on Teacher Education, 10(3), 7-11.
  • For Federal Reform Dollars, Why Not Think-and Act-Locally? Education Week, March 2, 2011
  • Eight Ways to Make School Reform Work. American School Boards Journal. June, 2011
  • Galluzzo, G.R., Isenberg, J.P., White, C.S., Fox, R.K, (2012). The Masters Degree in Education as Professional Development. Lanham, MD: Rowman and Littlefield.
  • Cheema, J. R,. & Galluzzo, G. R. (2013, November). Analyzing the gender gap in Math achievement: Evidence from a large-scale US sample. Research in Education, 90, 98-112.
  • Lukacs, K. S., & Galluzzo, G. R. (2014). Beyond empty vessels and bridges: Toward defining teachers as the agents of school change. Teacher Development, 18(1), 100-109.
The Master's Degree in Education as Teacher Professional Development: Re-envisioning the Role of the Academy in the Development of Practicing Teachers