Kate Gallagher is Scientist at Frank Porter Graham Child Development Institute and Director of the Family and Child Care Program in the Institute. Her research focuses on the role of children’s relationships and the mechanisms via which these relationships yield their influence on children’s development in family, peer, and school contexts. Currently, she is an Investigator in the Institute’s Infant-Toddler Initiative, a project whose intent is to design a national model of care for Infants, Toddlers and Twos whose families live in poverty. I’m a Scientist at Frank Porter Graham Child Development Institute and Director of the Family and Childcare Program. Gallagher is clinical faculty in Psychology and Education, and teaches at University of North Carolina at Chapel Hill in the Early Childhood Intervention and Family Support program, and the Early Childhood Intervention and Literacy doctoral program.
Selected publications:
Gallagher, K.C., Kainz, K., Mayer, K.L. & Vernon-Feagans, L. (in press). Development of student-teacher relationships in early education. Early Childhood Research Quarterly.
Rudasill, K. & Gallagher, K.C. (2010). Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Journal of School Psychology, 48, 113-134.
Vernon-Feagans, Gallagher, K.C., Amendum, S. Ginsberg, M., Kainz, K., Rose, J.,& Burchinal, M. (2010). A Diagnostic Teaching intervention for classroom teachers: Helping struggling readers in early elementary school. Learning Disability Research and Practice, 25(4), 183-193.
Stright, A.D., Gallagher, K.C. & Kelley, K. (2008). Infant temperament moderates relationships between maternal parenting and children’s adjustment in first grade. Child Development, 79,1, 186-200.
Gallagher, K.C. (2002). Does child temperament moderate the effect of parenting on adjustment? Developmental Review, 22, 623-643.
Gallagher, K.C. & Sylvester, P. (2009). Peer relationships in early education. In O. Barbarin (Ed.), Developmental science and early schooling: Translating basic research into practice. New York: Guilford Press.
Vernon-Feagans, L., Gallagher, K.C. & Kainz, K. (2010). The Transition to School in Rural America: A literacy perspective. In J. Meece & J. Eccles (Eds.) Handbook of Research on Schools, Schooling, and Human Development. New York: Lawrence Erlbaum.
Gallagher, K.C. & Mayer, K.L. (2009). Enhancing development and learning through teacher-child relationships. In, E.L. Essa and M.M. Burnham (Eds.) Informing our practice: Useful research on young children’s development. Washington, D.C.: National Association for the Education of Young Children.
Gallagher, K.C., Dadisman, K., Farmer, T.W., Huss, L., & Hutchins, B.C. (2007). Social dynamics of early childhood classrooms: Considerations and implications for teachers. In O. Saracho and B. Spodek (Eds.), Social learning in early childhood education. Information Age Publishing: Greenwich, CT.
Kathleen Cranley Gallagher
Director, Family and Child Care Program
Frank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
105 Smith Level Road
CB #8180
Chapel Hill, NC 27599
919-966-5098
kate.gallagher@unc.edu
http://www.fpg.unc.edu/childcare/