Dara Rossi, Ph.D., joined the faculty of Simmons School of Education and Human Development at Southern Methodist University in 2010. She earned her Ph.D. from the University of North Texas with a major in Curriculum and Instruction and a minor in Educational Administration. Additionally, she holds a master’s degree in Science Education from the University of Texas at Dallas.
Dr. Rossi is an experienced educator with a strong science background, including K-12 curriculum development and administration. Prior to coming to SMU, she taught undergraduate and graduate courses at the University of North Texas in secondary education. Her primary research interests concern the interconnectivity of STEM and teacher development.
Wasserman, N. & Rossi, D. (2015). Mathematics and science teachers use of and confidence in empirical reasoning: Implications for STEM teacher preparation. School Science and Mathematics, 115(1), 22-34.
Johnson, K.A., Wilson, C.M. Wilson, & Williams-Rossi, D. (2014). All reading tests are not created equal: A comparison of the state of Texas assessment of academic readiness (STAAR) and the Gray Oral Reading Test-4 (GORT-4). Texas Journal of Literacy Education, 1(1), 13-22.
Williams-Rossi, D. & Campbell, L.O. (2012). Sparking old and new ideas: Using marker sparkers and graphic organizers to support science understanding. Science and Children 50(3), 63-67.
Miranda, T., Johnson, K. A., & Williams-Rossi, D. (Summer 2012). E-Readers: Powering up for engagement. Strong Readers All. Educational Leadership,(69).
Ward, E. K., & Williams-Rossi, D. (2012). Jump-start your middle school students’ background knowledge and vocabulary skills. Science Scope, 35(5), 32-37.
Campbell, L.O., & Williams-Rossi, D. (2012). The way they want to learn: Using technology to build students’ literacy across science disciplines. Science Teacher, 79(1), 52-56.
Miranda, T., Williams-Rossi, D., Johnson, K. A., & McKenzie, N. (2011). Reluctant readers in middle school: successful engagement with text using the e-reader. International Journal of Applied Science and Technology, 1(6), 81-91.