Research Interests

• The role of the literacy and digital learning coach
• Literacy assessment
• Reading and writing strategy instruction
• Inclusion and exceptional learners
• Literacy learning with technology

Refereed External Research Grants (2018-present)

SSHRC
Partnership Engage Grants
“Building Knowledge of Pre-Adolescents’ Critical Media Literacy through Collaborative Parent Training”
June 2020 – June 2021
Principal Investigator with D. Collier

Ministry of Education
Parents Reaching Out (Pro) Grant for Regional/Provincial Projects
“Engaging Parents to Support their Children’s 21st Century Learning Skills”
October 2017-July 2018
Principal Investigator with J. Rowsell

SSHRC
Insight Grant
“Supporting Literacy Coaches as they Facilitate Teachers’ Professional Learning”
April 2016 – July 2021
Principal Investigator with A. Grierson

SSHRC
Insight Grant
“The Development of Inclusive Educational Practices for Beginning Teachers”
April 2015 – April 2020
Co-Investigator with J. Specht, L. Aylward, S. Bennett, K. Maich, T. Loreman, R. Thomson, S. Penney, T. Flanagan, N. Hutchinson, J. Freeman, E. Nowicki, K. Calder Stegeman, A. AuCoin, M. LeBlanc, J. Katz, W. Lyons, D. McGhie-Richmond, A. Marshall, S. Sider, J. Metsala, S. Thompson, J. Whitley, G. Young

• • Ontario College of Teachers,
    June, 1991  

Books (2019-present; refer to CV for complete list)

Gallagher, T.L. & Ciampa, K. (2020). International perspectives on teacher candidates and in-service literacy teachers’ self-efficacy and collective efficacy. Palgrave Macmillan. ISBN 978-3-030-47820-9 DOI 10.1007/978-3-030-47821-6 https://www.palgrave.com/gp (P)

Bennett, S., Dworet, D., Gallagher, T., & Somma, M. (2019). Special education in Ontario schools (8^th Ed.).Highland Press. (E)

Book Chapters (2019-present; refer to CV for complete list)

Vintan, A. & Gallagher, T.L. (2020). Reimagining collaboration: Exploring teamwork among classroom, ESL teachers and technology learning facilitator to improve ELLs’ language skills. In B. Yoon (Ed.), Effective teacher collaboration for ELLs: Cross-curricular insights from K-12 classrooms. Routledge Research in Language Education Series. https://www.routledge.com/Routledge-Research-in-Language-Education/book-series/RRLE (E)

Bennett, S., Gallagher, T.L., Somma, M., White, R., & Wlodarczyk, K. (2021). Transitioning from segregation to inclusion: An effective and sustainable model to promote inclusion, through internal staffing adjustments, and role redefinition. In J. Goldan, J. Lambrecht & T. Loreman (Eds.), International perspectives on inclusive education. Volume 15: Resourcing inclusive education. pp. 103-116. Emerald Publishing. ISBN: 978-1-800043-457-8 https://www.emeraldgrouppublishing.com/ (E)

Ciampa, K. & Gallagher, T. L. (2020). Exploring teacher candidates’ self-efficacy for literacy instruction in the 21st century. International perspectives on teacher candidates and in-service literacy teachers’ self-efficacy and collective efficacy. Palgrave Macmillan. https://www.palgrave.com/gp (E)

Papers in Peer-Refereed Journals (2019-present; refer to CV for complete list)

Johnson, T., Cavendish, L., Waller, R., Hoch, M., Huggins, S., Gallagher, T.L., Orellana, P., Vokatis, B., & Flores, B. (in press). Re-centering students and teachers: Voices from literacy clinics. The Reading Teacher. (S)

Gallagher, T.L., Susin, C. & Grierson, A. (in press). Impactful digital technology coaches: identifying their characteristics and competencies while delineating their role.  Journal of Educational Research and Practice. (E)

Messenger, Y., & Gallagher, T.L. (in press).  ‘My most tricky pickle!’ Balancing reading instruction in play-based kindergarten: Educator self-efficacy beliefs and pedagogical content knowledge needs. Journal of Teaching and Learning.

Gallagher, T.L., Bennett, S., Somma, M. & White, R. (2024). A work in progress: Inclusion for students with developmental disabilities from the perspectives of principals and teachers. International Journal of Inclusive Education, 1-18. http://dx.doi.org/10.1080/13603116.2024.2326613 (P)

Laster, B., Rogers, R., Gallagher, T.L., Scott, D.B., Vasinda, S., Orellana, P., Rhodes, J., Deeney, T., Waller, R., Hoch, M., Cavendish, L., Milby, T., Butler, M., Johnson, T., Msengi, S., Dozier, C., Huggins, S. & Gurvitz, D. (2024). Literacy clinics during COVID-19: Pivoting and imagining the future. Contemporary Issues in Technology and Teacher Education, 24(1).  https://citejournal.org//proofing/literacy-clinics-during-covid-19-pivoting-and-imagining-the-future (E)

Deeney, T., Dozier, C., Laster, B., Gallagher, T., Waller, R., Rhodes, J., Milby, T., Gurvitz, D., Hoch, M., Cavendish, L., Huggins, S., Msengi, S., McAndrews, S., Gray, E., McCarty, J. & Ferrara, P. (2023).  Family perspectives of university reading clinic/literacy lab experiences for their children: What matters. Journal of Teacher Education. https://doi.org/10.1177/00224871231211266 (S)

Gallagher, T.L., Grierson, A., & Susin, C. (2023). Coaching high school English teachers in guided reading for struggling readers. Reading Horizons: A Journal of Literacy and Language Arts, 62 (2).https://scholarworks.wmich.edu/reading_horizons/vol62/iss2/5/  (P)

Susin, C., Gallagher, T.L., & Grierson, A. (2023). Synergistic collaborations among K-12 digital learning and STEM coaches and tech-industry partners. European Journal of STEM Education, 8(1), 06. https://doi.org/10.20897/ejsteme/13609 (S)

Downes, T., Messenger, Y., Gallagher, T.L., & Collier, D. (2023). Experiences of parents of pre-adolescents coping with online learning, socialization and navigating critical media literacy. American Journal of Education and Technology (AJET), 2 (3). 104-122. https://doi.org/10.54536/ajet.v2i3.1844 (E)

Ciampa, K., Gallagher, T.L., Hong, H., McKee, L., & Scheffel, T. (2023). An examination of Canadian and American pre-service teachers’ self-efficacy beliefs for 21st century literacy instruction. Reading Psychology. https://doi.org/10.1080/02702711.2023.2294730 (E)

Gallagher, T.L., Grierson, A., & Susin, C. (2023). Facilitating professional learning for coaches through cross-district collaboration. International Journal of Mentoring and Coaching in Education. 12(2), 216-230.https://doi.org/10.1108/IJMCE-07-2022-0051 (P)

Susin, C., & Gallagher, T.L. (2023). Tutoring during the pandemic: Mentoring tutors’ formative experiences using digital and multimodal texts. Mentoring & Tutoring: Partnership in Learning. 31 (3), 381-402.https://doi.org/10.1080/13611267.2023.2202477 (E)

Passaretti, B., Turkstra, L.S., Gallagher, T., Jiang, A., Cahill, P., & Campbell, W. (2023). Reporting of classroom-based morphological awareness instruction and intervention for kindergarten to grade 3 students in the literature: A scoping review. Language Speech and Hearing Services in Schools. 1-22. https://pubs.asha.org/doi/10.1044/2022_LSHSS-22-00090 (S)

Gosine, K., Ciuffetelli Parker, D., & Gallagher, T.L. (2022). Bridging and bonding: a case for prioritizing social capital cultivation in non-profit literacy programming. International Journal of Community Well-being. https://doi.org/10.1007/s42413-022-00186-2 (S)

Winters, K.L., Gallagher, T.L., & Potts, D. (2022).  Creativity, collaboration and cross-age mentorships using STEM-infused texts. The Elementary STEM Journal, 27(2), 7-14. (P)

Fazio, X., Gallagher, T.L., & DeKlerk, C. (2022). Exploring adolescents’ critical reading of socio-scientific topics using multimodal texts. International Journal of Science and Mathematics Education. 1-24. https://doi.org/10.1007/s10763-022-10280-8 (S)

Grierson, A., Gallagher, T.L., & St. Hilaire, R. (2022).  Forging the role of the digital learning coach: Flexibility, responsiveness, and resourcefulness in supporting teacher professional learning. Professional Development in Education. https://doi.org/10.1080/19415257.2022.2038657 (E)

Ciampa, K., & Gallagher, T.L. (2021). The development and validation of the teachers’ self-efficacy beliefs for literacy instruction in the 21st century scale: A pilot study. Journal of Research in Reading, 1-21.https://doi.org/10.1111/1467-9817.12361 (E)

Collier, D., & Gallagher, T.L. (2020). Blogging in elementary classrooms: Mentoring teacher candidates’ to use formative assessment and connect theory to practice. Journal of Writing Teacher Education, 9(2), 1-26. https://scholarworks.wmich.edu/wte/vol9/iss2/11 (E)

Gallagher, T.L., & Fazio, X. (2020). Engaging critical reading of socioscientific issues: Interrogating digital texts about climate change. Literacy Today, Nov/Dec., 38-39.http://viewer.zmags.com/publication/a577adea#/a577adea/40 (P)

Delorey, J., Specht, J., Fairbrother, M., Ismailos, L., Villella, M., Charles, E., Vanderloon, M., Gallagher, T., Howell, G., & Whitley, J. (2020). Experiences that shape pre-service teachers’ inclusive practice beliefs: A group concept mapping study. International Journal of Inclusive Education, 1-16.https://doi.org/10.1080/13603116.2020.1862403 (S)

Bennett, S., Gallagher, T.L., Somma, M., & White, R. (2020). Transitioning towards inclusion: A triangulated view of the role of educational assistants. Journal of Research in Special Education Needs, 1-11. https://doi.org/10.1111/1471-3802.12508 (E)

St. Hilaire, R., & Gallagher, T.L. (2020). Coaching kindergarten educators through design-based research to enact technology-enhanced reading instruction. International Journal of E-Learning & Distance Education. 35(1), 1-29. ISSN: 2292-8588 http://www.ijede.ca/index.php/jde/issue/view/83 (E)

Gallagher, T.L. & Winters, K.L. (2020). Critical secrets: Tensions between authoring texts and the readability of leveled books. Educational Role of Language Journal, 1(3), 77-90. https://doi.org/10.36534/erlj.2020.01.06  (P)

Tkach, R., & Gallagher, T.L. (2020). Sparking reading engagement through tablets during an early intervention reading program. Reading Horizons, 59(3).https://scholarworks.wmich.edu/reading_horizons/vol59/iss3/2/ (E)

Downes, T., Di Cesare, D., Gallagher, T.L., & Rowsell, J. (2020). Parents’ beliefs about and associations to their elementary children’s home technology usage. American Journal of Education and Information Technologies, 25, 4557-4574. https://doi.org/10.1007/s10639-020-10188-2 (E)

Vintan, A., & Gallagher, T.L. (2020). Effective collaborative practices in ESL education. Education Canada, 60(2) https://www.edcan.ca/articles/effective-collaborative-practices-in-esl-education/ (S)

Ciampa, K., & Gallagher, T.L. (2019). Exploring Canadian and American pre-service teachers’ self-efficacy and knowledge of literacy instruction. Teaching Education, 1-15. https://doi.org/10.1080/10476210.2019.1658925 (E)

Vintan, A., & Gallagher, T.L. (2019). Collaboration to support ESL education: Complexities of the integrated model. TESL Canada Journal, 36(2), 68-90. https://doi.org/10.18806/tesl.v36i2.1314 (S)

­Ismailos, L., Gallagher, T.L., Bennett, S., & Li, X. (2019). Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education. International Journal of Inclusive Education,  22(2), 175-191. https://doi.org/10.1080/13603116.2019.1642402 (S)

Gallagher, T.L., Di Cesare, D., & Rowsell, J. (2019). Stories of digital lives and digital divides: Newcomer families and their thoughts on digital literacy. The Reading Teacher, 72(6), 774-778. https://doi.org/10.1002/trtr.1794 (S)

Fazio, X., & Gallagher, T.L. (2019). Science and language integration in elementary classrooms: Instructional enactments and student learning outcomes. Research in Science Education, 49(4), 959-976. https://doi.org/10.1007/s11165-019-9850-z (S)

Gallagher, T.L., & Fazio, X. (2019). Multiple layers: Education faculty reflecting on design-based research focused on curricular integration. Qualitative Research in Education, 8(1), 27-58.http://dx.doi.org/10.17583/qre.2019.3795 (P)

Refereed External Research Grants

SSHRC
Partnership Engage Grants
“Building Knowledge of Pre-Adolescents’ Critical Media Literacy through Collaborative Parent Training”
June 2020 – June 2021
Principal Investigator with D. Collier

Ministry of Education
Parents Reaching Out (Pro) Grant for Regional/Provincial Projects
“Engaging Parents to Support their Children’s 21st Century Learning Skills”
October 2017-July 2018
Principal Investigator with J. Rowsell

SSHRC
Insight Grant
“Supporting Literacy Coaches as they Facilitate Teachers’ Professional Learning”
April 2016 – July 2021
Principal Investigator with A. Grierson

SSHRC
Insight Grant
“The Development of Inclusive Educational Practices for Beginning Teachers”
April 2015 – April 2020
Co-Investigator with J. Specht, L. Aylward, S. Bennett, K. Maich, T. Loreman, R. Thomson, S. Penney, T. Flanagan, N. Hutchinson, J. Freeman, E. Nowicki, K. Calder Stegeman, A. AuCoin, M. LeBlanc, J. Katz, W. Lyons, D. McGhie-Richmond, A. Marshall, S. Sider, J. Metsala, S. Thompson, J. Whitley, G. Young

SSHRC
Insight Development Grant
“Digital Texts to Enhance Science Vocabulary and Comprehension”
$59,939
April 2013 – June 2016
Principal Investigator with X. Fazio

SSHRC
Insight Development Grant
“Reading by Design: An International Study on 21^st Reading Processes”
$59,855
August 2011 – June 2014
Co-Investigator with J. Rowsell, R. McQuirter-Scott, A. Bishop, M. Walsh, A. Simpson, D. Lapp, D. Fisher

• EDBE 8P03: Cognition and the Exceptional Learner – Primary/Junior/Intermediate
• EDUC 3P45: Reading and Literacy Development
• EDBE 8P34: Language and Literacy I Primary/Junior