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
tgallagher@brocku.ca

Tiffany L. Gallagher, Ph.D., is a Professor in the Department of Educational Studies and the Director of the Brock Learning Lab. She completed her doctoral studies on the effects of tutoring students with learning difficulties and the associated experiences of their literacy tutors. Professionally, Tiffany was a teacher and administrator in private practice supplemental education for over a decade. In this capacity she administered achievement and aptitude tests and interpreted the results for individualized educational programming.

  • The role of the literacy coach
  • Literacy assessment
  • Reading and writing strategy instruction
  • Inclusion and Exceptional learners
  • Teachers with learning disabilities
  • Disciplinary literacy

Book Chapters

Gallagher, T. L. & Fazio, X. (2017). Design-based research: Professional learning and curricular integration.  SAGE research methods. London: SAGE Publishing.

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. New York: Routledge. https://www.routledge.com/Languages-and-Literacies-as-Mobile-and-Placed-Resources/Nichols-Snowden/p/book/9781138795648

Gallagher, T. L., & Bennett, S. (2015). A Canadian perspective on the inclusion of students with intellectual disabilities in high schools. (pp. 25-44). 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). Charlotte, NC: Information Age Publishing.

Papers in Peer-Refereed Journals

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

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

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

Gallagher, T.L. & Bennett, S. (2017). The six ‘P’ model: Principles of coaching for inclusion for inclusion coaches. Mentoring & Tutoring: Partnership in Learning. 7 (1), 1-16. 

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 classroom. Computers 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.

Refereed External Research Grants

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
Connections Grant
“What is Learning in a (Teacher Education) Professional Program?”
April 2015 – July 2016
Collaborator with L. Starr, K. Sanford, L. Schnellert, P. Fisher, K. Mimick, L.Thomas, T. Strong-Wilson, L. Liemisko, S. Bullock, J. Tupper, V. Triggs, A. Aitken, A. Clarke, A. Phelan, T. Molnar, S.  Elliott-Johns, C. Mitchell, A. Chinnery, M. Janzen, J. Huber, T. Hopper, J. Nahachewsky, T. Milford, R. Kane, D. Kyte

Ministry of Training, Colleges and Universities
Ontario Job Creation Partnership
“Brock-Niagara Assistive Technology Initiative”
August 2014 – August 2015
Co-Investigator with K. Maich, S. Bennett, C. Rutherford

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

SSHRC
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 (Teacher Education Course)
  • EDUC 8P30: Primary/Junior Language Arts – (Teacher Education Course)