About
27
Publications
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Introduction
I am an assistant professor in the McKeown School of Education at Salem State University (SSU), where I teach courses in adaptive leadership, school-community partnerships, and culturally responsive teaching. I am also a research partner at the Beyond Test Scores Project, based at UMass Amherst. My research interests include the intersection of leadership, learning, and identity as well as the dynamic effects of district- and school-level equity initiatives.
Current institution
Additional affiliations
April 2015 - April 2016
Position
- Facilitator, Programs in Professional Education (PPE)
Description
- Worked on the design team and as a facilitator for the Making Caring Common institute
January 2013 - April 2015
Position
- Research Assistant
Description
- Analyzed (using Stata 12) pilot survey data from 2,500 middle and high school students on school safety, climate, and supportive relationships. Used data summaries to inform revision of survey, whose findings resulted in wide press coverage.
September 2011 - March 2012
Position
- Research Assistant
Description
- Reviewed literature on parents’ perceptions of student, family, and school roles in school success. Drafted subscale on role perception, conducted cognitive pre-testing validity, and made revisions prior to public release by Survey Monkey.
Education
September 2010 - May 2016
September 2009 - May 2010
September 1993 - May 1997
Publications
Publications (27)
Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers’ perceptions of professional development. Specifically, it examines how teachers’ “anchoring beliefs” might be reflected in or refracted by their accounts of powerful professional learning. An ana...
As the student population in U.S. public schools becomes increasingly ethnoracially diverse, many school districts and hiring personnel have taken proactive approaches to recruiting teachers of color. The drive to diversify the teaching force is supported by a range of academic and nonacademic outcomes for students of color. Yet, many districts str...
Learner engagement is essential for deep and sustained learning, yet it is seldom included in empirical frameworks for effective continuing professional development (CPD), which tend to privilege broad design features over learner-centred strategies. In this critical case study, I consider this gap by applying the lens of self-determination theory...
Applying the analytic lens of critical whiteness, we examine the relationship between facilitation structures and the quality of racial dialogue in educator professional development. We draw on data from a five-session virtual ‘antiracist reading group’ in a rapidly diversifying U.S. district, convened and facilitated by a White district leader. Ob...
Researchers and practitioners have long viewed professional development (PD) as a tool to improve teacher practice and student learning. However, despite its promise, PD is perceived by these same stakeholders as unevenly effective. This chapter considers one reason for this gap: the macro sociopolitical context in which professional development is...
Parents and the public use accountability data to judge if schools are doing a good or a bad job educating their students. However, using the current data, schools perceived as “good” tend to be in better-resourced districts and enroll higher percentages of wealthy and white students. Schools perceived as “bad” tend to be in more economically oppre...
Preparing the next generation of school leaders is an invigorating and ever-changing enterprise, but the past year and a half have brought more change and more of the fear and uncertainty change inspires than anyone could have anticipated (Superville, 2021).
We, the co-directors and core faculty of educational leadership programs at Salem State Un...
For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Ma...
Professional development (PD) is seen by a broad cross-section of stakeholders as essential for instructional improvement and student learning. And yet, despite deep investments of time and money in its design and implementation, the return on investment remains low and teachers’ subjective assessments about PD in general are ambivalent at best. In...
Professional development (PD) is seen by a broad cross-section of stakeholders as essential for instructional improvement and student learning. And yet, despite deep investments of time and money, subjective assessments about PD’s effectiveness remain uneven. In this paper, I focus on PD experiences that teachers identify as their most powerful. Sp...
Looking back on the tenure of Andrés Alonso as CEO of the Baltimore City Public Schools and Michael Sarbanes as executive director of the district's new Office of Engagement, this teaching case examines the district's unique approach to family and community engagement. By drawing on an organizing frame that viewed community groups and families as p...
Schools are increasingly seen as having a promising role to play in reducing adverse health and wellness outcomes among young people. This paper uses a collaborative action research approach to examine the effects of one school’s efforts to change its students’ eating habits by implementing a ‘junk-food free campus.’ By engaging school administrato...
In Colombia, reducing levels of interpersonal and community violence is a key component of the country’s approach to citizenship education. In this study, we use data collected during the 2005 Saber test of Citizenship Competencies to examine the relationship of school environments and individual students’ supportive attitudes toward violence among...
In this article, James Noonan uses portraiture to examine how the administrative team and the teachers at a small, urban middle school approach school improvement. He illustrates the ways in which the pressures associated with attempting school reform in our current high-accountability environment make it difficult for school personnel to engage in...
Effective peace education helps to create a transformation in the knowledge, skills, dispositions, and relationships of its students. Drawing on their experiences training teachers as part of Juegos de Paz, an education for peace program that received support from the Colombian National Program for Citizenship Competencies, the authors explore tran...
Noonan and Gardner suggest there are consequences to creative activity, which they call “post-creative developments.” They describe four types of post-creative-development roles: the Opportunist, portrayed through artist Shepard Fairey's famous Obama poster; the Reluctant Winner, exemplified by songwriter Gretchen Peters’ passive benefits from othe...
Imagine this scenario: Picasso, an innovator of early twentieth-century modern art, is sitting in his studio in France in the 1950s. He has just received unsettling news from Spain. General Franco, the autocratic dictator long despised by Picasso, has given a nationally broadcast speech in which he praised the artist effusively. This bulletin alone...
This paper examines the role of teachers in the implementation of citizenship education in Colombia. Consistent with its highly‐decentralized school system, Colombia's National Program of Citizenship Competencies was developed with the participation of many local, national, and international partners. Among the most involved and most critical parti...
