James M. Noonan
James is interested in the design of professional learning environments for teachers. His Qualifying Paper examined the underlying sociopolitical frameworks that may inhibit and enhance the effectiveness of professional development, drawing on consensus findings from cognitive science and deliberative democratic political theory. Relatedly, he studies the impact of deliberative professional learning environments on teacher practice and student learning. In various capacities, he has worked in early childhood, elementary, high school, and adult education, but after several years facilitating professional development for educators in the U.S. and abroad he decided that teachers were his favorite students. He has an Ed.M. in International Education Policy from HGSE, as well as a B.A. in English and a B.S. in English Education, both from Boston University. His first-year internship for the New Civics fellowship was an observational study of professional learning at an urban middle school, resulting in a presentation at the 2013 Ethnographic and Qualitative Research Conference and an article in the summer 2014 issue of the Harvard Educational Review. His second-year internship was searching for promising professional learning practices in non-profit organizations and districts as preparation for his dissertation research.