Kate Rollert French

Kate Rollert French
Lecturer
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 lecturer in Wayne State University’s College of Education, in the department of administrative and organizational studies. French 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

Courses Taught

EAD 7625: Leadership, Administration, and the Principalship

EAD 7660: Administrative Leadership in School-Community Relations and Public Relations

Presentations

  • French, K. R., Lee., C., Zellner, A. (2019, April) The social networks of first-year teachers:
    Impact and influence. Paper presented at the annual conference of the
    American Educational Research Association, Toronto, ON.
  • French, K. R., Lee., C., Zellner, A. (2019, April) New teacher networks: Formation, influence,
    and perceived prestige. Paper presented at the annual conference of the
    American Educational Research Association, Toronto, ON.
  • French, K. R., Lenhoff, S.W., Pogodzinski, B. (2019, April) Stayers & leavers: Parental
    decision-making in a volatile school choice environment. Paper presented at the annual conference of the American Educational Research Association, Toronto,
    ON.
  • French, K. R., Lee., C., Zellner, A. (2018, November) A social network analysis of first-year teachers: Belief formation & change. Paper accepted for presentation the annual conference of the University Council for Educational Administration, Houston, TX.
  • Schein, J., Hill, L., Austin, A. E., & French, K. R. (2018, April) 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. New York, NY.
  • 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.
  • 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.  
  • 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.  
  • 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. Detroit, MI.
  • Rollert, K. 2014. The Urban Experience: Implications for Culturally Relevant Teacher Programs. Paper presented at the annual meeting of the American Educational Research Association. Washington, D.C.
  • Rollert, K. 2014. Reflections from an Urban Cohort: Implications for Urban Teacher Models. Paper Presented at the International Conference of Urban Education. Montego Bay, Jamaica. 
  • 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. Chicago, IL.
  • 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. Chicago, IL.
  • 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. San Diego, CA.
  • 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. Vancouver, BC.

 

Publications

  • French, K. R. (forthcoming). Student teaching & urban teacher aptness: The significance of similar sociocultural scenarios. Education and Urban Society.
  • French, K. R. (2019). The paradox of teaching for social justice: Interest convergence in early-career educators. Urban Education. 10(1), 1-26.
  • French, K. R. (2018). First-year influences & belief adaptation: A case study of urban schoolteachers. New Waves—Educational Research and Development, 21(1), 1-29.
  • French, K. R. (2017). Critical education & new teachers’ beliefs: A new niche for educational research. William & Mary Educational Review, 5(1), 150-169.
  • 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.
  • Rollert, K. 2015. Perspicacity, Tension, and Purpose in Under-resourced Urban Schools: Implications for Urban Teacher Preparation Models. National Teacher Education Journal 8(3).
  • 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.