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Gallingane, Caitlin

Clinical Associate Professor
School of Teaching and Learning

College of Education
University of Florida
2802 Norman Hall
PO Box 117048
Gainesville, FL 32611
Phone: 352-273-4237
Fax: 352-392-9193

Research Biography

Caitlin Gallingane, Ph.D. is a Clinical Assistant Professor in the School of Teaching and Learning, College of Education, at the University of Florida.  She received her M.Ed. in Early Childhood Education from UF in 2000 and proceeded to teach kindergarten in two high-poverty elementary schools for four years.  In 2004, she returned to the University of Florida to pursue a doctoral degree in Early Childhood Education with a focus on emergent and early literacy.  Upon graduation in 2009, Dr. Gallingane worked as a Post-Doctoral Associate Instructor in the School of Teaching and Learning.  In 2011, she began her role as a Clinical Assistant Professor teaching literacy methods courses for undergraduate and graduate students.  Dr. Gallingane serves as Program Coordinator for the Unified Elementary ProTeach Program and has designed and teaches several courses in the Unified Elementary and Early Childhood ProTeach programs, including the following:

RED 3307:  Teaching Reading in the Primary Grades
RED 3309:  Emergent Literacy and Beginning Reading Instruction
RED 4324:  Teaching Reading in the Intermediate Grades
RED 5399:  Practices in Beginning Reading Instruction
RED 6520:  Literacy Assessment and Instruction
RED 6941:  Practicum in Reading
LAE 4604:   Language Arts for Diverse Learners in Early Childhood

In addition to teaching, Dr. Gallingane serves as an advisor and coordinates practica experiences for the ProTeach program.  She is a member of several national and international organizations, including the National Association for the Education of Young Children, the International Literacy Association, the Literacy Research Association, and the American Educational Research Association.  Her research interests include emergent literacy development and early literacy curriculum, preservice teacher education, and preservice teacher self-efficacy.


Ph.D. – Curriculum and Instruction, University of Florida, 2009

M.Ed. – Early Childhood Education, University of Florida, 2000

B.S. – Special Education, University of Florida, 1999

Activities and Honors

Undergraduate Teacher of the Year, College of Education, University of Florida, 2016

Undergraduate Teacher of the Year, College of Education, University of Florida, 2013

Selected Publications

Book Chapters

Fang, Z., Adams, B., Li, C., Gallingane, C., Jo, S., Fennessy, M., & Chapman, S. (2017). Supporting ELs in learning to write scientifically: A genre-based approach. In M. Daniel (Ed.), English learners at the top of the class: Reading and writing for authentic purposes (67-82). New York, NY: Rowman & Littlefield.


Gallingane, C., & Jo, S. (2017). Using interactive writing to support young children’s writing development. The Florida Reading Journal, 52(2), 8-14.

Gallingane, C., & Han, H. S. (2015).  Words can help manage emotions: Using   research-based vocabulary instructional strategies to teach the meanings of emotion words to preschoolers. Childhood Education, 5, 351-362.

Ross, D., Bondy, E., Gallingane, C., & Hambacher, E. (2008). Promoting academic engagement through insistence: Being a warm demander. Childhood Education, 84(3), 142-146.

Bondy, E., Ross, D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326-348.

Kemple, K., Stark, V., Blakeslee, L., Ellis, S., Gallingane, C., Han, H. S., & Kim, H. (2007). Supporting teachers’ use of the Second Step Violence Prevention Program in preschool programs: University of Florida and the Early Learning Coalition of Alachua County.