Dr. Tiffany L. Gallagher

Professor (PhD, MEd, BEd), Department of Educational Studies
Director, Brock Learning Lab

Contact for graduate advisement availability

Tiffany Gallagher is recognized at the provincial, national and international levels for her research that aims to enhance the learning of students with literacy difficulties and learning challenges. Supporting the professional learning of teachers through literacy and inclusion coaching is also a focus of her work.  Longitudinal, multi-varied participant perspectives are the cornerstone of Tiffany’s research projects. Her work seeks to inform targeted audiences such as students, teachers, parents, administrators, and policy makers. Tiffany is also the Director of the Brock Learning Lab that offers community-based tutoring for K-12 students and mentors undergraduate tutors.

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 (2018-present)

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

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

Book Chapters (2018-present)

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

Bennett, S., Gallagher, T.L., Somma, M., White, R., & Wlodarczyk, K. (2020). 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. Emerald Publishing. https://www.emeraldgrouppublishing.com/

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

Papers in Peer-Refereed Journals (2018-present)

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

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.

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.

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

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

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.  

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

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. International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2020.1862403.

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

St. Hilaire, R., & Gallagher, T.L. (2020). The function of coach support provided to kindergarten educators through design-based research in enacting 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

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  

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/

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

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/

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

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

­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. https://doi.org/10.1080/13603116.2019.1642402 

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.

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. doi: 10.1007/s11165-019-9850z

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. doi:10.17583/qre.2019.3795

Eaton, J., Zupancic, T., Collier, D. & Gallagher, T. L. (2018). Little blogging project grows meaningful learning partnerships. Literacy Today, Nov/Dec., 10-11.

Gallagher, T. L., & Rowsell, J. (2018). Untangling binaries: Where Canada sits in the ‘twenty-first century debate.’ McGill Journal of Education, 52 (2), 383-408.

Jaipal-Jamini, K., Figg, C., Collier, D., Gallagher, T. L., Winters, K., Ciampa, K. (2018). Developing TPACK of university faculty through technology leadership roles. Italian Journal of Educational Technology. doi:10.17471/2499-4324/984

Gallagher, T.L. & Bennett, S. (2018). The six ‘P’ model: Principles of coaching for inclusion for inclusion coaches. International Journal of Mentoring and Coaching in Education. 7 (1), 19-34.

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 21st 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