Red light! Green light! An analytic frame and learning device for race talk

Ashley J. Carey, Hilary Lustick, James Noonan, Peter Piazza

Equity & Excellence in Education, 2025

Safety first: The hidden curriculum of whiteness in race-conscious professional learning

James Noonan, Ashley J. Carey, Hilary Lustick, Peter Piazza

Whiteness and Education, 2024, pp. 1-18

‘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

Mixed messages and diversity management: Misalignment between district intention and action aimed at hiring teachers of color

Travis J. Bristol, Makaela E. Jones, James Noonan

American Journal of Education, vol. 130(3), 2024 Apr, pp. 339-362

Accountability Systems and the Persistence of School Segregation: Research Evidence and Future Directions

James Noonan, Peter Piazza

Research Brief, issue 16, National Coalition for School Diversity, 2023

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

Beyond ‘good’ and ‘bad’: Disrupting narratives about school quality

James Noonan, Jack Schneider

Phi Delta Kappan, vol. 104(3), 2022 Nov, pp. 6-11

Adding “student voice” to the mix: Perception surveys and state accountability systems

Jack Schneider, James Noonan, Rachel S. White, Douglas Gagnon, Ashley Carey

AERA Open, vol. 7(1), 2021 Jan, pp. 1-18

“Taking care of your own”: Parochialism, pride of place, and the drive to diversify teaching

James Noonan, Travis J. Bristol

AERA Open, vol. 6(4), 2020 Oct, pp. 1--12

An affinity for learning: Teacher identity and powerful professional development

James Noonan

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