Professor (PhD), Director, Brock Learning Lab
Department of Teacher Education
Contact for graduate advisement availability
Tiffany L. Gallagher, Ph.D., is a Professor in the Department of Teacher Education. 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. Currently, she teaches courses in cognition and the exceptional learner and English language arts methods.
Tiffany’s recent grant-funded work includes:
- The role of the coach in teacher professional learning
- The support of inclusive educational practices for beginning and practicing teachers
- An investigation of digital texts in integrated curriculum
- EDBE 8P03: Cognition and the Exceptional Learner – Primary/Junior/Intermediate Teacher Education Course)
- EDUC 8P30: Primary/Junior Language Arts – Teacher Education Course)
- Literacy assessment
- Reading and writing strategy instruction
- Disciplinary literacy
- The role of the literacy coach
- Teachers with learning disabilities
- Exceptional learners
Airasian, P. W., Engemann, J. F. & Gallagher, T. L. (2012). Classroom assessment: Concepts and applications – Second Canadian edition. Toronto, ON, Canada: McGraw-Hill Ryerson. ISBN 978-00700055506
Santrock, J., Woloshyn, V. E., Gallagher, T. L., Di Petta, T., & Marini, Z. (2010). Educational psychology- Third Canadian edition. Toronto, ON, Canada: McGraw-Hill Ryerson. ISBN 978-0-07-012345-8
Gallagher, T. L. (2009). Literacy tutoring program perspectives and understandings: Investigating the experiences of students with literacy difficulties, their volunteer tutors, and the tutors’ transition into the teaching profession. Saarbruecken, Germany: VDM Verlag Publishing House Ltd. ISBN 978-3-639-15848-9
Airasian, P. W., Engemann, J. F. & Gallagher, T. L. (2007). Classroom assessment: Concepts and applications – First Canadian edition. Toronto, ON, Canada: McGraw-Hill Ryerson. ISBN 978-0-07-0959666-8
Santrock, J., Woloshyn, V. E., Gallagher, T. L., Di Petta, T., & Marini, Z. (2007). Educational psychology- Second Canadian edition. Toronto, ON, Canada: McGraw-Hill Ryerson. ISBN 978-0-07-097409-8
Santrock, J., Woloshyn, V. E., Gallagher, T. L., Di Petta, T., & Marini, Z., (2004). Educational psychology- First Canadian edition. Toronto, ON, Canada: McGraw-Hill Ryerson. ISBN 9-780070-909694
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
DiPetta, T., Woloshyn, V., Gallagher, T., DiBiase, A., Hyatt, M., Dworet, D., & Bennett, S. (2010). Lessons from the field: Recommendations for education leaders planning inclusive practices. (pp. 131-142). In Edmunds, A. & MacMillan, R. (Eds.). Leadership for inclusion: A practical guide for administrators. Rotterdam, The Netherlands: SENSE Publishers. ISBN: 978-94-6091-135-4
Woloshyn, V. E. & Gallagher, T. L. (2008). Explanation-mediated learning. In E. Anderman (Ed.), Psychology of classroom learning: An encyclopedia. Detroit, MI: MacMillan Reference. ISBN: 978-0-02-866167-4
Papers in Peer-Refereed Journals
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. 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.
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., & Rowsell, J. (in press). Untangling binaries: Where Canada sits in the ‘twenty-first century debate.’ McGill Journal of Education, 52 (2).
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.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.
Ciuffetelli Parker, D., Gallagher, T. L., & Griffin, S. (2011). Multiple layers of leadership in professional learning communities: An essay review. Mentoring & Tutoring: Partnership in Learning, 19(4), 503–522.
Gallagher, T. L., Griffin, S., Ciuffetelli Parker, D., Kitchen, J., & Figg, C. (2011). Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally. Teaching and Teacher Education, 27(5), 880-890. doi: 10.1016/j.tate.2011.02.003
Gallagher, T. L. & Grierson, A. (2011). Administrators’ lessons learned: Considerations in establishing demonstration classrooms. In Education, 17(1) 59-74.
Gallagher, T. L., Woloshyn, V. E., & Elliott, E. (2009). Exploring the salient experiences of teacher candidates who were former volunteer tutors. Mentoring & Tutoring: Partnership in Learning, 17(2), 129-146. doi: 10.1080/13611260902860075
Gallagher, T. L. (2009). Teacher candidates’ questions about classroom management in the context of an educational psychology course. Teaching Educational Psychology, 5(2), 50-60.
Grierson, A. & Gallagher, T.L. (2009). Seeing is believing: Creating a catalyst to teacher change through a demonstration classroom initiative. Professional Development in Education, 35(4), 567-584. doi: 10.1080/19415250902930726
Fazio, X. & Gallagher, T. L. (2009). Supporting students’ writing in elementary science: Tools to facilitate revision of inquiry-based compositions. Electronic Journal of Literacy through Science, 8(1). 1-15.
Fazio, X. & Gallagher, T. L. (2009). Supporting learning: An examination of two teacher development collectives. Complicity: An International Journal of Complexity and Education, 6(2), 1-19.
Csoli, K., Bennett, S., & Gallagher, T.L. (2009). Ready or not, here they come: Inclusion of invisible disabilities in post-secondary education. Teaching and Learning, 5(1), 53-62.
Kitchen, J., Ciuffetelli-Parker, D., & Gallagher, T. L. (2008). Authentic conversation as faculty development: Establishing a self-study group in an Education College. Studying Teacher Education, 4(2), 157-171. doi: 10.1080/17425960802433637
Woloshyn, V.E., Gallagher, T. L. & Grierson, A. (2008). Enhancing teachers’ understandings of formal reading assessment: Does participation in an assessment practicum make a difference? The Reading Professor, 30(2), 6-35.
Gallagher, T. L., DiGiorgio, C., Bennett, S., & Antle, K. (2008). Understanding disability and culture while enhancing advocacy. Teaching and Learning, 4(3), 30-36.
Grierson, A., Gallagher, T. L., & Woloshyn, V. E. (2007). Special educators’ experiences implementing a “scientifically-based” remedial reading program: All that glitters is not gold. Policy & Practice in Education, 13(1/2), 25-45.
Engemann, J. F. & Gallagher, T. L. (2006). The conundrum of classroom writing assessment. Brock Education: A Journal of General Inquiry, 16 (1), 33-44.
Engemann, A. J. & Gallagher, T. L. (2006). The genesis of a hybrid writing instruction approach through action research. The Ontario Action Researcher, 8(2), Retrieved from: www.nipissingu.ca/oar/PDFS/V823E.pdf
Attenborough, D. & Gallagher, T. L. (2005). Fusing acquired and applied knowledge: A conceptual model for a Doctoral Portfolio in education. Brock Education: A Journal of General Inquiry, 14 (2), 122-131.
Levay-Gallagher, T. L., & Woloshyn, V. E. (1999). Comparing explicit multiple-spelling strategy instruction with traditional language arts instruction in eighth-grade students: A pilot study. Brock Education – A Journal of General Inquiry, 8(2), 36-46.
Gallagher, T. L. & Fazio, X. (2017). All students can read to learn in science! LD@ School. Learning Disabilities Association of Ontario. https://www.ldatschool.ca/learn-science/
Gallagher, T. L. & Grierson, A. (2014). Supporting teachers who engage in district-wide, school-based programs: The experience of principals. Ontario Education Research Exchange. http://oere.oise.utoronto.ca/document/supporting-teachers-who-engage-in-district-wide-school-based-programs-the-experiences-of-principals/
Bennett, S., Gallagher, T., Somma, M., Kipfer, A., Blair, P., & Doherty, T. (2014). Ontario: A movement towards a fully inclusive school board. Education Watch: An Update on Inclusive Education. 5(1), 8-10. http://www.cacl.ca/sites/default/files/education-watch-feb-2014-final.pdf
Bennett, S. & Gallagher, T. L. (2012). Inclusion at “work.” Education Watch: An Update on Inclusive Education, 4 (1).