Caitlin Gallingane
Clinical Associate Professor
About
Caitlin Gallingane, Ph.D. is a Clinical Associate Professor in the School of Teaching and Learning. 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. Dr. Gallingane joined the faculty of the School of Teaching and Learning in 2009 and designs and teaches literacy methods courses for undergraduate and graduate students in the Elementary Education and Reading Masters programs.
Dr. Gallingane is a member of several national and international organizations, including the Literacy Research Association, the International Literacy Association, the National Association for the Education of Young Children, 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.
Caitlin Gallingane, Ph.D. is a Clinical Associate Professor in the School of Teaching and Learning. 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. Dr. Gallingane joined the faculty of the School of Teaching and Learning in 2009 and designs and teaches literacy methods courses for undergraduate and graduate students in the Elementary Education and Reading Masters programs.
Dr. Gallingane is a member of several national and international organizations, including the Literacy Research Association, the International Literacy Association, the National Association for the Education of Young Children, 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.
Dr. Gallingane is a member of several national and international organizations, including the Literacy Research Association, the International Literacy Association, the National Association for the Education of Young Children, 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.
Caitlin Gallingane, Ph.D. is a Clinical Associate Professor in the School of Teaching and Learning. 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. Dr. Gallingane joined the faculty of the School of Teaching and Learning in 2009 and designs and teaches literacy methods courses for undergraduate and graduate students in the Elementary Education and Reading Masters programs.
Dr. Gallingane is a member of several national and international organizations, including the Literacy Research Association, the International Literacy Association, the National Association for the Education of Young Children, 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.
Affiliations
- School of Teaching and Learning
- University of Florida Literacy Institute
Research Interests
Early Childhood, Early Childhood Literacy, Elementary Education, Language and Literacy Development, Literacy, Primary / Elementary, Reading, Teacher Education
Education
- 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
Professional Appointments
- Anderson Scholar Faculty Honoree, University of Florida, 2019 – 3 nominations
Activities and Honors
- Undergraduate Advisor/Mentor of the Year, College of Education, 2017
- 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
- Gallingane, C., & Walsh, J. (2023, November). Teacher Candidates’ Perceptions of Learning and Value
- 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.