Dr. Tiffany L. Gallagher

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

Contact for graduate advisement availability

Dr. Tiffany L. Gallagher, Faculty of Education, Brock University

St. Catharines, ON
Office: WH 371
905 688 5550 x5114

Tiffany Gallagher is recognized 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 volunteer tutors. 

  • The role of the literacy and digital learning coach 
  • Literacy assessment 
  • Reading and writing strategy instruction 
  • Inclusion and exceptional learners 
  • Teachers with learning disabilities 
  • Disciplinary literacy 
  • Literacy learning with technology 
    • Ontario College of Teachers,
      June, 1991  


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  

Vintan, A. & Gallagher, T.L. (accepted, July 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  

Gallagher, T. L. & Fazio, X. (2017). Design-based research: Professional learning and curricular integration. SAGE research methods. SAGE Publishing. https://us.sagepub.com/en-us/nam/home 

Rowsell, J., & Gallagher, T. (2016). Circuits, astronauts, and dancing oranges: Documenting networked knowledge on ipads. In S. Nichols & M. deCorcy (Eds.) Languages and literacies as mobile and placed resources (pp. 110-124)Routledge. https://www.routledge.com/  

Gallagher, T. L., & Bennett, S. (2015). A Canadian perspective on the inclusion of students with intellectual disabilities in high schools. In R. Craven, A. Morin, P. Parker & D. Tracey (Eds.) International advances in education: Global initiatives for equity and social justice. Inclusive education for students with intellectual disabilities (Vol. 9) (pp. 25-44)Information Age Publishing. https://www.infoagepub.com/ 

Bennett, S. & Gallagher, T. L. (2012). Inclusion, education and transition to employment: A work in progress. In D. Griffiths, F. Owen, & S. Watson (Eds.) The human rights and agenda for persons with intellectual disabilities (pp. 81-102)NADD Press. ISBN 978-1-57256-145-8 http://thenadd.org/ 

Papers in Peer-Refereed Journals 

Collier, D., & Gallagher, T.L. (in press). Blogging in elementary classrooms: Mentoring teacher candidates’ to use formative assessment and connect theory to practice. Journal of Writing Teacher Education.    

Gallagher, T.L., & Fazio, X. (2020). Engaging critical reading of socioscientific issues: Interrogating digital texts about climate change. Literacy Today. Nov/Dec., 50-51.      

Delorey, J., Specht, J., Fairbrother, M., Ismailos, L., Villella, M., Charles, E., Vanderloon, M., Gallagher, T., Howell, G., & Whitley, J. (in press).  Experiences that shape pre-service teachers’ inclusive practice beliefs. International Journal of Inclusive Education. 

Bennett, S., Gallagher, T.L., Somma, M., & White, R. (in press). Transitioning towards inclusion: A triangulated view of the role of educational assistants. Journal of Research in Special Education Needs.  

St. Hilaire, R., & Gallagher, T.L. (in press). 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.  

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. (accepted August, 2020). Sparking reading engagement through tablets during an early intervention reading program. Reading Horizons.  

Downes, T., Di Cesare, D., Gallagher, T.L., & Rowsell, J. (in press). Parents’ beliefs about and associations to their elementary children’s home technology usage. Education and Information Technologies.  

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 Education8(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.  

Ciampa, K. & Gallagher, T.L. (2017). A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction. Reading and Writing, 31 (2), 457-481. doi: 10.1007/s11145-017-9793-6  

Fazio, X. & Gallagher, T.L. (2017). Bridging professional learning of science and literacy integration via design-based research. Teacher Development: An International Journal of Teacher Professional Development, 22 (2). doi: 10.1080/13664530.2017.1363084  

Bennett, S., Gallagher, T. L., Shuttleworth, M., Somma, M. & White, R. (2017). Teen dreams: Voices of students with ID. Journal of Developmental Disabilities, 23 (1) 64-75.   

Gallagher, T. L., Fazio, X. & Ciampa, K. (2017). A comparison of readability in science-based texts: Implications for elementary teachers. Canadian Journal of Education, 40(1). 1-29.  

Winters, K. L. & Gallagher, T. L. (2016). Historical perspectives of Canadian children’s picture books: An empirical study of Canadian literacy practices and the Canadian identity. Journal of Education and Social Policy, 3 (1), 46-55.  

Gallagher, T., Bennett, S., Keen, D. & Muspratt, S. (2016). Examining learner engagement strategies: Australian and Canadian teachers’ self-report. Teacher Education and Special Education. 40 (1), 1-14, doi: 10.1177/0888406416654213  

Ciampa, K. & Gallagher, T. L. (2016). Collaborative inquiry and vertical team teaching: Implications for literacy instruction. The Teacher Educator, 51(2), 153-174. doi: 10.1080/08878730.2016.1152156  

Ciampa, K., & Gallagher, T. L. (2016). Teacher collaborative inquiry in the context of literacy education: Examining the effects on teacher self-efficacy, instructional and assessment practices. Teachers and Teaching: Theory and Practice, 22(7). doi: 10.1080/13540602.2016.1185821  

Jaipal-Jamani, K., Figg, C., Gallagher, T. L., McQuirter Scott, R., Ciampa, K. (2015). Collaborative professional development in higher education: Developing knowledge of technology enhanced teaching. The Journal of Effective Teaching, 15 (2), 30-44.  

Wlodarczyk, K., Somma, M., Bennett, S. & Gallagher, T.L. (2015).  Moving toward inclusion – Inclusion Coaches’ reflections and discussions in supporting educators in practice. Exceptionality Education International, 25 (3), 55-73. Retrieved from http://ir.lib.uwo.ca/eei/vol25/iss3/4  

Gallagher, T.L., Fisher, D., Lapp, D., Rowsell, J., Simpson, A., McQuirter Scott, R., Walsh, M., Ciampa, K., & Saudelli, M. (2015). International perspectives on literacy learning with iPads.  Journal of Education, 195(3), 15-25.  

Specht, J., McGhie-Richmond, D., Loreman, T., Mirenda, P., Bennett, S., Gallagher, T., Young, G., Metsala, J., Aylward, L., Katz, J., Lyons, W., Thompson, S., & Cloutier, S. (2015). Teaching in inclusive classrooms: Efficacy and beliefs of Canadian preservice teachers. International Journal of Inclusive Education, 20(1), 1-15. doi: 10.1080/13603116.2015.1059501  

Ciampa, K. & Gallagher, T. L. (2015). Blogging to enhance in-service teachers’ professional learning and development during collaborative inquiry. Educational Technology Research & Development, 63, 883-913. doi: 10.1007/s11423-015-9404-7  

Fazio, X. & Gallagher, T. (2014). Morphological levels of science content vocabulary: Implications for science-based texts in elementary classroom. International Journal of Science and Mathematics Education, 12(6), 1407-142. doi: 10.1007/s10763-013-9470-4  

Gallagher, T. & Bennett, S. (2013). School supported workplace transition for students with ID:  Why inclusive principles/principals matter! International Journal for Leadership in Learning, 1(1), 1-25.  

Ciampa, K. & Gallagher, T. L. (2013). Getting in touch: Use of mobile devices in the elementary classroomComputers in Schools, 30 (4), 309-328. doi: 10.1080/07380569.2013.846716  

Ciampa, K. & Gallagher, T. L. (2013). Professional learning to support elementary teachers’ use of the iPod touch in the classroom. Professional Development in Education, 39 (2), 201-221. doi: 10.1080/19415257.2012.749802  

Bennett, S. & Gallagher, T. L. (2013). High school students with intellectual disabilities in the school and workplace: Multiple perspectives on inclusion. Canadian Journal of Education, 36(4), 96-124.  

Gallagher, T. L., Fazio, X. & Gunning, T. (2012). Varying readability of science-based text in elementary readers: Challenges for teachers. Reading Improvement, 49(3). 93-112.) 

Csoli, K. & Gallagher, T. L. (2012). Accommodations in teacher education: Perspectives of teacher candidates with learning disabilities and their faculty advisors. Exceptionality Education International, 22(2), 61-76. 

Refereed External Research Grants

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

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

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

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

Insight Development Grant
“Reading by Design: An International Study on 21st Reading Processes”
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