Teachers Learning: Experiences of Powerful Professional Development (2014-2016)

Semi-structured interviews with 25 educators, across five diverse districts, to reconstruct and reflect on experiences of powerful professional learning (doctoral thesis)

Publications

‘Regard me’: A case study of learner engagement and the satisfaction of basic needs in continuing professional development

James Noonan

Professional Development in Education, vol. 50(5), 2024, pp. 894-908

Reciprocity in Practice: Using Deliberative Democratic Theory to Reframe and Improve Teacher Professional Development

James Noonan

Helen Haste, Janine Bempechat, New Civics, New Citizens: Critical, Competent, and Responsible Agents, Brill, Leiden, The Netherlands, 2023, pp. 182-199

An affinity for learning: Teacher identity and powerful professional development

James Noonan

Journal of Teacher Education, vol. 70(5), 2019 Nov, pp. 526-537

Teachers Learning: Engagement, Identity, and Agency in Powerful Professional Development

James Noonan

Harvard University, Cambridge, MA, 2016

Efficiency or Deliberation? An Analysis and Re-imagination of Professional Development’s Promise and Purpose

James Noonan

Harvard Graduate School of Education, Cambridge, MA, USA, 2014 Feb