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, 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 instructional 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
Gallagher, T.L. & Ciampa, K. (in press). International perspectives on pre-service and in-service literacy teachers’ self-efficacy and collective efficacy. University of Toronto Press.
Bennett, S., Gallagher, T., Somma, M., with Dworet, D. (2019). Special education in Ontario schools (8th Ed.)
Ciampa, K. & Gallagher, T. L. (in press). Exploring pre-service teachers’ self-efficacy for literacy instruction in the 21st century. International perspectives on pre-service and in-service literacy teachers’ self-efficacy and collective efficacy. University of Toronto Press.
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.
Bennett, S. & Gallagher, T. L. (2012). Inclusion, education and transition to employment: A work in progress. (pp. 81-102). In D. Griffiths, F. Owen, & S. Watson (Eds.) The human rights and agenda for persons with intellectual disabilities. Kingston, NY: NADD Press. ISBN 978-1-57256-145-8
Papers in Peer-Refereed Journals
Ciampa, K. & Gallagher, T. L. (accepted August, 2019). Exploring Canadian and American pre-service teachers’ self-efficacy and knowledge of literacy instruction. Teaching Education.
Vintan, A. & Gallagher, T. L. (accepted July, 2019). Collaboration to support ESL education: Complexities of the integrated model. TESL Canada Journal.
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.
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 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.
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
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
“Supporting Literacy Coaches as they Facilitate Teachers’ Professional Learning”
April 2016 – July 2021
Principal Investigator with A. Grierson
“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