معرفی
John Gallo is an Assistant Professor in the Department of School Psychology within the College of Education at Gonzaga University. He is an enrolled member of the Comanche Nation and brings a strong commitment to equity and culturally responsive practices in education. His work integrates research, community engagement, and behavioral support systems to improve outcomes for marginalized students.
- Ph.D., School Psychology – University of Oregon
- M.S., Special Education – University of Oregon
- B.S., Literacy, Learning, and Leadership; Minor: Educational Psychology – University of Arizona
Dr. Gallo's research focuses on equity-oriented Positive Behavior Interventions and Supports (PBIS), particularly in Indigenous communities. He aims to reduce exclusionary discipline practices and support the academic and emotional needs of all students, with special attention to LGBTQ+ youth and Native populations. His work emphasizes culturally sustaining frameworks and community-based partnerships.
His recent publications and presentations reflect a strong trend in school climate improvement, behavioral assessment, and literacy evaluation. He has contributed to validating DIBELS 8th Edition components and analyzing equity in classroom management. His scholarship consistently addresses systemic inequities and promotes inclusive, supportive learning environments.
Scientific contributions include:
- Co-authorship on Zero Tolerance: Effects, Bias, and More Effective Strategies for Improving School Safety (2023)
- Contributions to the (Re)Establishing Kinship with Native Boys community report (2022)
- Multiple conference presentations on LGBTQ+ student and educator support
- Research on remote DIBELS administration during the pandemic
Dr. Gallo has served as a consultant for Northwest PBIS and Project SIMPLE, supporting behavioral health systems in Oregon and Alaska. He has also contributed to the development of experimental Curriculum-Based Measures for early literacy. While no formal students are listed, his collaborative research suggests active mentorship and team-based scholarly engagement.
He is involved in initiatives that bridge academic research with community action, particularly in Native communities. His work with the Engaging Native Boys project and land-based summer camps highlights his dedication to holistic, culturally grounded education.
