|Department||Secondary and Higher Education|
|Office||Sullivan Building 207C|
|AGS 730||Learning to Lead|
|AGS 735||Data-informed Educational Leadership|
|AGS 820||Culturally Responsive School Leadership for Deep Change|
|AGS 825||Leading School-community Partnerships|
|EDC 120||Justice in Education|
|EDG 980A||Educational Leadership Practicum I|
|EDG 980B||Educational Leadership Practicum II|
|EDG 980BS||Seminar in Educational Leadership II|
|EDU 875A||Directed Study|
James Noonan is an assistant professor in the McKeown School of Education at Salem State University, where he teaches courses in adaptive leadership, school-community partnerships, and culturally responsive teaching. He is also a research partner at the Beyond Test Scores Project at UMass Lowell. His research interests include the intersection of leadership, learning, and identity as well as the dynamic effects of district- and school-level equity initiatives. Dr. Noonan holds an Ed.D. and Ed.M., both from Harvard University, and a B.A. in English and B.S. in English Education, both from Boston University. He lives in Roxbury, MA with his wife, a long-time elementary school teacher and math coach. They have two daughters enrolled in the Boston Public Schools.
Read more here.
James Noonan. (2023). Reciprocity in practice: Using deliberative democratic theory to reframe and improve teacher professional development. In H. Haste and J. Bempechat (Eds.), New Civics, New Citizens: Critical, Competent, and Responsible Agents (pp. 182-199). Brill.
James Noonan & Peter Piazza. (2023). Accountability Systems and the Persistence of School Segregation: Research Evidence and Future Directions. Research Brief No. 16. National Coalition on School Diversity.
James Noonan & Jack Schneider. (2022). Beyond ‘good’ and ‘bad’: Disrupting narratives about school quality. Phi Delta Kappan, 104(3), 6–11.
James Noonan. (2022). “Regard me”: A case study of learner engagement and the satisfaction of basic needs in continuing professional development. Professional Development in Education.
Jack Schneider, James Noonan, Rachel S. White, Douglas Gagnon, & Ashley Carey*. (2021). Adding “student voice” to the mix: Perception surveys and state accountability systems. AERA Open, 7(1), 1-18
James Noonan & Travis J. Bristol. (2020). “Taking care of your own”: Parochialism, pride of place, and the drive to diversify teaching. AERA Open, 6(4), 1-12.
James Noonan. (2018). An affinity for learning: Teacher identity and powerful professional development. Journal of Teacher Education.
Karen L. Mapp & James Noonan. (2015). Organizing for Family and Community Engagement in the Baltimore City Public Schools (Case No. PEL-074.) Boston: Harvard Business School Publishing.
Silvia Diazgranados & James Noonan. (2015). The relationship of safe and participatory school environments and supportive attitudes toward violence: Evidence from the Colombian Saber test of citizenship competencies. Education, Citizenship, and Social Justice, 10 (1), 79-94.
James Noonan. (2015). When soda is a social justice issue: Design and documentation of a participatory action research project with youth. Educational Action Research, 23 (2), 194-206.
James Noonan. (2014). In here, out there: Professional learning and the process of school improvement. Harvard Educational Review, 84 (2), 145-161.
James Noonan, Jacy Ippolito, & Megin Charner-Laird. “Leading learning: Adult development, teacher learning, and leadership.” International Study Association on Teachers and Teaching, University Aldo Moro, Bari, Italy (July 2023).
James Noonan, Ashley J. Carey*, Hilary Lustick, & Peter Piazza. “Safety first: Whiteness and the role of norms in race-conscious professional development.” American Educational Research Association, Chicago, IL (April 2023).
James Noonan, Jacy Ippolito, & Megin Charner-Laird. “Understanding the relationship between adult development and a leadership preparation program: A pilot study.” American Educational Research Association, Chicago, IL (April 2023).
James Noonan, Hilary Lustick, Ashley J. Carey*, & Peter Piazza. “Facilitating change: How leaders’ (non-)enforcement of norms shape the quality of race-conscious professional learning.” University Council for Educational Administration, Seattle, WA (November 2022).
Megin Charner-Laird, James Noonan, Jacy Ippolito, & Christina L. Dobbs. “Becoming a community of novices: How teacher agency bolstered professional learning in a pandemic context.” American Educational Research Association, San Diego, CA (April 2022).
James Noonan, Ashley J. Carey, & Jack Schneider. “Accounting for student voice: Surveys, school quality, and state accountability systems.” American Educational Research Association, virtual meeting (April 2021).
James Noonan. “(Re-)learning to lead: Helping educators manage crises of professional identity and loss.” International Congress for School Effectiveness and Improvement, virtual meeting (March 2021).
Chris Domaleski, Elliot Asp, & James Noonan, “More balanced and coherent school accountability systems to promote equity: The key role of district,” Council of Chief State School Officers, National Conference on Student Assessment, Orlando, FL (June 2019).
James Noonan, Travis J. Bristol, & Makaela E. Jones, “‘Taking care of our own’: Parochialism, pride of place, and the drive to diversify teaching.” Paper presented at the annual meeting of the American Educational Research Association, Toronto (April 2019).
James Noonan & Jack Schneider, “A technical problem, a just solution: School quality measurement as a tool for social justice and equity.” Paper presented at the annual meeting of the Association for Moral Education, Barcelona, Spain (November 2018).
James Noonan, “Layers of learning: Multidimensional agency in powerful professional development.” Paper presented at the 30th annual Ethnographic and Qualitative Research Conference, Las Vegas, NV (February 2018).
James Noonan, “An affinity for learning: Teacher identity and powerful professional learning.” Paper presented at the 18th Biennial Conference of the International Study Association on Teachers and Teaching, University of Salamanca, Salamanca, Spain (July 2017).