Associate Professor (PhD), Director, Brock Learning Lab
Department of Teacher Education
Contact for graduate advisement availability
Tiffany L. Gallagher, Ph.D., is an Associate 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:
- An investigation of digital texts in integrated curriculum
- The support of inclusive educational practices for beginning and practicing teachers
- 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.
Rowsell, J., & Gallagher, T. (2016, in press).Circuits, astronauts, and dancing oranges: documenting networked knowledge on ipads.In S. Nichols & M. deCorcy (Eds.) Languages and literacies as mobile and placed resources.
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.
Scholarly Refereed Journals
Ciampa, K. & Gallagher, T. L. (2016). Collaborative inquiry and vertical team teaching: Implications for literacy instruction. The Teacher Educator, 51(2).
Ciampa, K., & Gallagher, T. L. (2016, in press). 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.
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. Educational Technology Research & Development, 1-31, (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), 1407-1423(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.http://ijll.journalhosting.ucalgary.ca/index.php/ijll/article/view/213/pdf
Ciampa, K. & Gallagher, T. L. (2013). Getting in touch: Facilitating the use of the iPod touch 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. 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(2). 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). Retrieve from: http://www.ineducation.ca/
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.
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.
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). 1-5.
Fazio, X. & Gallagher, T. L. (2009). Identifying complexity characteristics that support learning in 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.
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), 26-35.
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), Retrieve from: www.nipissingu.ca/oar/PDFS/V823E.pdf
Attenborough, D. & Gallagher, T. L. (2005). The doctoral portfolio: Creating a link between acquired and applied knowledge. Brock Education – A Journal of General Inquiry, 14 (2), 35-45.
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. & 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.
Gallagher, T. L. & Donahue, K. (2015). Final Report for the Literacy and Numeracy Secretariat: Evaluation of the Niagara Catholic District School Board’s Reading and Writing Leads Project (Tech. Rep. No. 1). St. Catharines, Ontario: Brock University, Faculty of Education.
Gallagher, T. L. & Ciampa, K. (2014). Final Report for the Literacy and Numeracy Secretariat: Evaluation of the Niagara Catholic District School Board’s Cross Panel Literacy Collaborative Inquiry Project (Tech. Rep. No. 2).St. Catharines, Ontario: Brock University, Faculty of Education.
Bennett, S. &Gallagher, T. L.(Spring, 2012). The Delivery of Education Services for Students with Intellectual Disabilities in the Province of Ontario. Position Statement for Community Living Ontario.
Gallagher, T. L. & Fazio, X. (Jan, 2010). Analyzing Readability in Elementary Science Texts. Technical Report for Nelson Education Limited.
Bennett, S. &Gallagher, T. L.(Fall, 2009). Special Education in Ontario: Classroom and Special Education Teachers’ Challenges. Position Statement for Ontario English Catholic Teachers’ Association (OECTA) on Inclusion in Ontario.