The five-year study (2016-2021) documented how to support coaches’ abilities to optimize their interactions with teachers and documented how the professional learning of literacy and digital learning coaches can be supported. Most importantly, this study elucidated how coaching can affect teachers’ implementation of responsive literacy programs that foster student learning. This study provided professional learning for the coaches to assist them to understand and support teachers’ diverse needs. This work was funded by an Insight Grant (SSHRC). 

Project Leads: Dr. Tiffany Gallagher & Dr. Arlene Grierson, Nipissing University  

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. (2022). Literacy clinics during COVID-19: Pivoting and envisioning the future. Journal of Contemporary Issues in Technology and Teacher Education. https://www.tandfonline.com/doi/full/10.1080/19388071.2022.2134064

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

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.

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

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 

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

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

St. Hilaire, R., & Gallagher, T.L. (2020). Coaching kindergaten 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 https://www.ijede.ca/index.php/jde/issue/view/83