James Noonan, Ed.D., is a research affiliate with the Justice In Schools project at the Harvard Graduate School of Education where he pursues questions related to teacher identity and agency as well as school and district quality. In addition, he is the project director with the Massachusetts Consortium for Innovative Education Assessment (MCIEA), where he oversees the development and piloting of a holistic framework for measuring school quality in partnership with six school districts across Massachusetts. In these roles, James combines his long-standing interest in understanding the lived experiences and diverse perspectives of education stakeholders with his commitment to collaborative and community-based research and policymaking.
Previously, James held multiple school-based and program development roles at Peace Games (now Peace First), a national non-profit organization that partnered with elementary and middle schools to empower young people as peacemakers. These included three years overseeing the school-wide implementation of the program at the Nathan Hale Elementary School in Roxbury, MA as well as a leadership role adapting and piloting the Peace Games curriculum through the Colombian National Program of Citizenship Competencies. James has also worked at an adult literacy program for recent immigrants and a play-based program for homeless children and families. His work has been published in several peer-reviewed journals, including Education, Citizenship, and Social Justice, the Journal of Peace Education, and a feature article in the Harvard Educational Review. James has an Ed.D. in Culture, Communities, and Education and an Ed.M. in International Education Policy, both from Harvard University, as well as a B.A. in English and a B.S. in English Education, both from Boston University.
He lives in Roxbury, MA with his wife, a teacher in the Boston Public Schools, and their two daughters.
Follow him on Twitter at @_jmnoonan.