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Shelagh Gallagher

Title: Clinical Assistant Professor

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of North Carolina at Chapel Hill, 1987
    Major: Special Education
  • BA, University of North Carolina at Chapel Hill, 1980
    Major: Psychology

Current Scheduled Teaching

EPSY 2000.420Introduction to Gifted Education and Advanced AcademicsSpring 2025 Syllabus
EPSY 5110.480Social and Emotional Components of GiftednessSpring 8W1 2025
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EPSY 5105.480Nature and Needs of the Gifted and Talented StudentFall 8W1 2024 SPOT
EPSY 6610.001Theories and Paradigms of GiftednessFall 2024 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Gallagher, S. (2023). Reclaiming history: The Marland Report and culturally, linguistically, and economically diverse students.. Gifted Child Quarterly. 67 (3) 198-219. Los Angeles, CA, Sage. https://journals.sagepub.com/doi/10.1177/00169862231166110

    • White Paper

  • Gallagher, S., Gilson, C., Pereira, N., Dash, L., Connors, T., Little, C. (2024). Universal Educator Preparation in Gifted Education. 16. Washington, DC, National Association for Gifted Children. https://cdn.ymaws.com/nagc.org/resource/resmgr/knowledge-center/position-statements/UniversalEducatorPrep2024.pdf
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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