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.
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.