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Chantal Francois

Professional Background

Educational Background

Ed.D. in Education Policy, Leadership, and Instructional Practice, Harvard Graduate School of Education
Ed.M. in Education Policy and Management, Harvard Graduate School of Education
M.A. in Social Studies Education, Teachers College, Columbia University
B.A. in Anthropology, University of Pennsylvania

Scholarly Interests

Adolescent literacy
Urban school culture
Sociocultural perspectives on literacy
Literacy and identity
Reading motivation

Selected Publications


(Forthcoming). Francois, C. Getting at the core of literacy improvement: A case study of an urban secondary school. Education and Urban Society.

(2011, Summer). Francois, C. A review of Handbook of Adolescent Literacy Research. Harvard Educational Review.

 (2010). Brion-Meisels, G., Cooper, K., Deckman, S., Dobbs, C., Francois, C., Nikundiwe, T., & Shalaby, C. Humanizing education: Critical alternatives to reform. Cambridge, MA: Harvard Education Press.

(2009). Francois, C., & Zonana, E. Catching up on conventions: Grammar lessons for middle

            school writers. Portsmouth, NH: Heinemann.

honors and awards

-Adolescent Literacy Predoctoral Fellowship (National Academy of Education), 2008-2010

-Jeanne Chall Reading Lab Doctoral Research Travel Grant (Harvard Graduate School of Education), 2011, 2010

-Founders Fellowship (Research for Action), 2010

-Harvard Graduate School of Education Travel Grant, 2010, 2009

-CASE ResearchFellowship (Council of Alumni for Social Enterprise), 2007

-MetLife Fellowship (Teachers Network Leadership Institute), 2004

-Department of Anthropology Prize for Outstanding Senior Thesis (University of Pennsylvania), 1998

C&T 4139: Constructing critical readers

Prerequisite: C&T 4138. Examination of theory and practice on teaching reading in intermediate grade classrooms. Consideration of curriculum design, assessment practices, teaching methods and childrens literature. Emphasis on curricular structures and strategies for teaching comprehension and critical analysis of fiction and nonfiction texts.

C&T 4151: Teaching of writing

The course integrates theory and practice for teachers. Topics include writing development, research on writing, curriculum development, methods of teaching writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.

C&T 4200: Fieldwork in curriculum and teaching

Permission required. Majors work under guidance. Students should have had previous coursework with their supervising staff member and should select a problem relating to this work.

C&T 4502: Master's project

Permission required. Required for M.A. students in the Curriculum and Teaching Program. Students work to develop proposals to initiate required Masters action research project.

Documents & Papers

Download: Francois CV [PDF]