Harvard Educational Review
  1. Summer 2014 Issue »

    In Here, Out There

    Professional Learning and the Process of School Improvement

    JAMES NOONAN
    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 the deep learning that transformative change requires. Noonan finds that at Fields Middle School, district-initiated redesign is built around an expansive view of learning that embraces uncertainty, collaboration, and reflection as catalysts for broad and sustained school improvement. He illuminates school transformation efforts that hinge on adult learning and an understanding of schools as learning organizations, in contrast to reform efforts that adopt linear and hierarchical views of teaching and learning.

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    James Noonan is a doctoral student at the Harvard Graduate School of Education and a Spencer Foundation Early Career Scholar in New Civics. His research focuses on the design of professional learning environments for teachers and their impact on teacher practice and student learning. In various capacities, he has worked in early childhood, elementary, high school, and adult education in the United States and abroad. Most recently, he coauthored an article about the design and impact of a professional de-velopment program in rural Colombia, published in the Journal of Peace Education. Noonan has an EdM in International Education Policy from HGSE as well as a BA in English and a BS in English education, both from Boston University.
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    Summer 2014 Issue

    Abstracts

    In Here, Out There
    Professional Learning and the Process of School Improvement
    JAMES NOONAN
    How Students’ Perceptions of the School Climate Influence Their Choice to Upstand, Bystand, or Join Perpetrators of Bullying
    SILVIA DIAZGRANADOS FERRÁNS and ROBERT L. SELMAN
    Rewriting the Rules of Engagement
    Elaborating a Model of District-Community Collaboration
    ANN M. ISHIMARU
    Agency and Expanding Capabilities in Early Grade Classrooms
    What It Could Mean for Young Children
    JENNIFER KEYS ADAIR
    Revising the Declension Narrative
    Liberal Arts Colleges, Universities, and Honors Programs, 1870s–2010s
    BRUCE A. KIMBALL
    Editor's Review of The Learning Brain
    Memory and Brain Development in Children
    Laura A. Edwards

    Book Notes