Amy Gillespie Rouse

Assistant Professor

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Department of Teaching & Learning

Education:

Ph.D., Vanderbilt University

Contact

6401 Airline Rd
Suite 301
Dallas, 75205

214-768-1227
agrouse@smu.edu

View CV

About

Amy Gillespie Rouse, Ph.D., is an Assistant Professor in the Department of Teaching and Learning at Southern Methodist University. After earning her Bachelor of Arts in Sociology and Master of Teaching from the University of Virginia, Dr. Gillespie Rouse was a teacher, primarily in Tier 1 and Tier 2 elementary settings, in Virginia public schools for five years. She subsequently earned her doctorate in Special Education from Vanderbilt University, where she was an IES predoctoral fellow. During her doctoral studies, Dr. Gillespie Rouse focused on writing research and quantitative methods.

Dr. Gillespie Rouse’s research approach has been multifaceted and includes: (a) meta-analyses and systematic reviews to examine effective writing interventions documented in existing experimental studies, (b) mixed methods research to understand students’ knowledge of the writing process and different writing genres; (c) surveys to document teachers’ use of writing-to-learn instruction, and (d) professional development to assist teachers in implementing evidence-based writing instruction in their classrooms. In her experimental work, Dr. Gillespie Rouse has developed and assessed interventions to promote elementary-aged students’ use of writing to facilitate their learning across the content areas (i.e., science, engineering, and mathematics).

Selected Journal Publications

Gillespie Rouse, A., & Rouse, R. (2019). Third graders’ use of writing to facilitate learning of engineering concepts. Journal of Research in Science Teaching. Online-first publication.

Kiuhara, S. A., Gillespie Rouse, A., Dai, T., Witzel, B., Morphy, P., & Unker, B. (2019). Constructing written arguments to develop fraction knowledge. Journal of Educational Psychology. Online first publication.

Rouse, R. J., & Gillespie Rouse, A. (2019). Authors and engineers: Applying engineering principles to create pop-up books. Science and Children, 56(6), 58-63.

Gillespie Rouse, A., & Sandoval, A. M. (2018). Writing interventions for students with learning disabilities: Characteristics of recent research (2008-2017). Learning Disabilities: A Multidisciplinary Journal, 23(2), 1-17.

Gillespie Rouse, A., Graham, S., & Compton, D. (2017). Writing to learn in science: Effects on grade 4 students’ understanding of balance. The Journal of Educational Research, 110(4), 366-379.

Olinghouse, N., Graham, S., & Gillespie, A. (2015). The relationship of discourse and topic knowledge to fifth-graders’ writing performance. Journal of Educational Psychology, 107(2), 391-406.

Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80(4), 454-473.

Gillespie, A., Graham, S., Kiuhara, S., & Hebert, M. (2014). High school teachers’ use of writing to support students’ learning: A national survey. Reading and Writing: An Interdisciplinary Journal, 27(6), 1043-1072.