Kate Rollert French

Kate Rollert French
Postdoctoral Fellow
395 College of Education

Office Hours: By appointment. 


Education
  • Ph.D., Educational Policy and K-12 Educational Administration, Michigan State University, 2017 
  • M.Ed., Educational Leadership & Policy Studies, Southern Methodist University, 2011
  • B.S., Biology, Lee Honors College at Western Michigan University, 2005

Biography

Kate Rollert French, Ph.D., is a postdoctoral fellow in Wayne State University’s College of Education, in the department of administrative and organizational studies. French began her career as an AP biology teacher in Dallas, Texas. She most recently completed her dual Ph.D. in educational policy and K-12 educational administration with a specialization in urban education at Michigan State University. Her research focuses on the sociocultural context of schools as a part of teacher development.

Area Of Expertise

Educational Equity; Teacher Induction; Teacher Preparation; Urban Education

Presentations

Schein, J. Hill, L., Austin, A.E. & French, K.R. (April, 2018). Strengthening Doctoral Education: Examining Programmatic Variation of High-Engagement Doctoral Student Teaching Development. Paper presented at the annual meeting of the American Educational Research Association. 

French, K.R.(March, 2018). Emotional turbulence and belief change: A case study of urban educators’ early-career experiences. Paper presented at the annual conference of the Academy for Educational Studies, Portland, OR.  

French, K.R.(March, 2018) Belief Change & Influence: A Case Study of Novice Urban Educators. Paper presented at the annual conference of the Association for Education Finance and Policy, Portland, OR.  

Schein, J., Hill, L., French, K.R. & Zoborowski M. (April, 2017). Preparing Doctoral Students as Effective Teachers: The Impact of a High-Engagement Teaching Development Experience. Paper presented at the American Educational Research Association Conference, San Antonio, TX.  

Cooper, K., Rollert, K. 2016. The Challenges and Opportunities of Educational Leadership Research and Practice. Paper presented at the annual meeting of the University Council for Educational Administration.

French, K.R. 2016. Belief-Oriented Network Segregation, Change, & Empowerment of Novice Teachers. Paper presented at the annual meeting of the Comparative and International Education Society

Rollert, K., Jacobsen, R. 2015. BIG Influencers in Dallas Education Policy. From Iron Triangle to Policy Network? Paper presented at the annual meeting of the Association for Education Finance and Policy.

Rollert, K., Jacobsen, R. 2015. Changes in the Dallas Educational Policy Arena: Implications for Representation & Democracy? Paper presented at the annual meeting of the Midwest Political Science Association.

Rollert, K. 2014. The Urban Experience: Implications for Culturally Relevant Teacher Programs. Paper presented at the annual meeting of the American Educational Research Association.

Rollert, K. 2014. Reflections from an Urban Cohort: Implications for Urban Teacher Models. Paper Presented at the International Conference of Urban Education.

Rollert, K. 2013. Preparing Teachers for Work in High-Poverty, Urban Schools: An Analysis of the Urban Educators Cohort Program Model. Paper presented at the annual meeting of the University Council for Educational Administration.

Publications

French, K. R. 2017. Advancing or Inhibiting Educational Opportunity: The Power of New Teachers to Reinforce or Deconstruct Social Reproduction in Urban Schools. In The Power of Resistance: Culture, Ideology and Social Reproduction in Global Contexts. Emerald Publishing Limited.

French, K. R. 2017. Critical Education & New Teachers’ Beliefs: A New Niche for Educational Research. William & Mary Educational Review 5(1)

Rollert, K. 2015. Perspicacity, Tension, and Purpose in Under-resourced Urban Schools: Implications for Urban Teacher Preparation Models. National Teacher Education Journal 8(3).

Cooper, K. & Rollert, K. 2015. Viable and effective alternatives: Preparing leaders for non-traditional schools. Challenges and opportunities of educational leadership research and practice: the state of the field and its multiple futures.

150 years in the heart of Detroit