Chantal Francois
Biographic Data
| ID | 4468957 |
|---|---|
| NAME | Chantal Francois |
| GIVEN NAMES | Chantal |
| FAMILY NAME | Francois |
| SIGNATURE | FRANÇOIS C |
| AFFILIATIONS | Towson University |
| ORCID | 0000-0002-8337-829X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
It's a Matter of Political Agency
This qualitative study examined how Black women secondary teachers developed and enacted their agency to teach literacy to diverse youth. I interviewed six English language arts and history teachers working in racially and ethnically diverse Title 1 schools. Findings reveal that participants drew from watershed moments in their cultural histories to render a socially‐ and politically‐oriented view of literacy. Their expanded view of literacy info…
A Collaborative Faculty Approach to Conceptualizing and Implementing Equity-Centered Leadership Preparation
This manuscript describes the conceptual framing of one educational leadership department’s approach to culturally responsive, equity-centered leadership preparation that seeks to nurture the development of school- and district-based leaders who have both the commitments and the skills to disrupt the status quo in the service of young people, families, and communities. The authors, all faculty in the educational leadership program, crafted a set …
Internal, Moral, and Market Accountability
“Our Teaching Transcends a Subject Matter”
Background: The Covid-19 pandemic, the United States’ racial reckoning, and nationwide educational “anti-woke” legislation—along with long-standing accountability policies—acutely constrained teachers’ experiences and have solidified public portrayals of educators as mistrustful and docile. Yet research suggests that, in the face of school and societal constraints, Black women educators develop and enact beliefs about teaching that challenge prev…
Urban Literacy Leadership
School leadership research offers prescriptions for strong instructional and culturally relevant leadership for diverse and urban adolescent populations, yet little evidence describes how school principals impact adolescents’ in-school reading experiences. This qualitative inquiry sought to understand how one urban secondary principal perceived and enacted his role in a school’s effort to teach reading. It also investigated how staff and students…
Keep Safe, Keep Learning
Utilizing a sample of 54 interviews from a larger study of traditional public school principals' responses to the COVID-19 pandemic, we examined the degree to which principals in 19 states and representing both urban (e.g., intensive, emergent or characteristic; n = 37) and suburban settings ( n = 17) and across all student levels (i.e., elementary, middle, and high), experienced and engaged in behaviors to create psychological safety during the …
Rethinking the role of reading assessments for real learning
Purpose Scholars who advocate for equity-oriented educational practices have argued that the accountability era in the USA, now in place for two decades, has failed in its intended goal to improve student performance for traditionally marginalized student populations. This study aims to use a sociocultural lens to trace how a century-old conceptualization of reading – that discrete skills comprise comprehension and that multiple-choice questions …
Getting at the Core of Literacy Improvement
Although national trends of urban adolescent reading underachievement suggest that schools are unable to adequately support this population’s reading development, some studies have demonstrated that urban schools can operate to raise student achievement, thereby disrupting national trends. In this study, the author investigates one such school that capitalized on instructional leadership, time and space, and teacher agency to both raise teacher c…
Reading Is About Relating
Internal, Moral, and Market Accountability
Getting at the Core of Literacy Improvement
Although national trends of urban adolescent reading underachievement suggest that schools are unable to adequately support this population’s reading development, some studies have demonstrated that urban schools can operate to raise student achievement, thereby disrupting national trends. In this study, the author investigates one such school that capitalized on instructional leadership, time and space, and teacher agency to both raise teacher c…
Reading Is About Relating
Getting at the Core of Literacy Improvement
Although national trends of urban adolescent reading underachievement suggest that schools are unable to adequately support this population’s reading development, some studies have demonstrated that urban schools can operate to raise student achievement, thereby disrupting national trends. In this study, the author investigates one such school that capitalized on instructional leadership, time and space, and teacher agency to both raise teacher c…
Keep Safe, Keep Learning
Utilizing a sample of 54 interviews from a larger study of traditional public school principals' responses to the COVID-19 pandemic, we examined the degree to which principals in 19 states and representing both urban (e.g., intensive, emergent or characteristic; n = 37) and suburban settings ( n = 17) and across all student levels (i.e., elementary, middle, and high), experienced and engaged in behaviors to create psychological safety during the …
Rethinking the role of reading assessments for real learning
Purpose Scholars who advocate for equity-oriented educational practices have argued that the accountability era in the USA, now in place for two decades, has failed in its intended goal to improve student performance for traditionally marginalized student populations. This study aims to use a sociocultural lens to trace how a century-old conceptualization of reading – that discrete skills comprise comprehension and that multiple-choice questions …
Urban Literacy Leadership
School leadership research offers prescriptions for strong instructional and culturally relevant leadership for diverse and urban adolescent populations, yet little evidence describes how school principals impact adolescents’ in-school reading experiences. This qualitative inquiry sought to understand how one urban secondary principal perceived and enacted his role in a school’s effort to teach reading. It also investigated how staff and students…
“Our Teaching Transcends a Subject Matter”
Background: The Covid-19 pandemic, the United States’ racial reckoning, and nationwide educational “anti-woke” legislation—along with long-standing accountability policies—acutely constrained teachers’ experiences and have solidified public portrayals of educators as mistrustful and docile. Yet research suggests that, in the face of school and societal constraints, Black women educators develop and enact beliefs about teaching that challenge prev…
Internal, Moral, and Market Accountability
It's a Matter of Political Agency
This qualitative study examined how Black women secondary teachers developed and enacted their agency to teach literacy to diverse youth. I interviewed six English language arts and history teachers working in racially and ethnically diverse Title 1 schools. Findings reveal that participants drew from watershed moments in their cultural histories to render a socially‐ and politically‐oriented view of literacy. Their expanded view of literacy info…
A Collaborative Faculty Approach to Conceptualizing and Implementing Equity-Centered Leadership Preparation
This manuscript describes the conceptual framing of one educational leadership department’s approach to culturally responsive, equity-centered leadership preparation that seeks to nurture the development of school- and district-based leaders who have both the commitments and the skills to disrupt the status quo in the service of young people, families, and communities. The authors, all faculty in the educational leadership program, crafted a set …
Psychology (7 works) · Sociology (7 works) · Literacy (6 works) · Pedagogy (6 works) · Political science (6 works) · Education Systems and Policy (4 works) · Public relations (4 works) · Qualitative research (4 works) · Reading (process (4 works) · Social science (4 works)