WorldCat Identities

Mitchell, Douglas E.

Works: 68 works in 161 publications in 1 language and 4,328 library holdings
Genres: Case studies  History  Surveys 
Roles: Author, Editor, Other
Publication Timeline
Most widely held works by Douglas E Mitchell
Culture and education policy in the American states by Catherine Marshall( Book )

8 editions published in 1989 in English and held by 390 WorldCat member libraries worldwide

A research project that developed methods for describing, organizing, analyzing, and predicting state education policy activity had as its major focus the way that values affect that policy. Data were drawn from six states: Wisconsin, Illinois, California, Arizona, West Virginia, and Pennsylvania. They were chosen to represent ranges of political cultures and regions, fiscal stress, and a variety of formal structures. Some of the data were drawn from documents and observation, but most came from interviews with the key policy actors in each state. The book is organized in seven chapters: (1) "a Cultural Framework for Studying State Policy"; (2) "The Subculture of State Education Policy-makers"; (3) "State Policy Mechanisms as Cultural Products"; (4) "Public Values in the Policy Culture"; (5) "Political Culture and Policy Patterns among the States"; (6) "Cultural Values Embedded in Statutes"; and (7) "Understanding Cultural Influences on Educational Policy." Appendices describe the research design and methodology, interview protocol, seven major policy domains for k-12 education policy, and interview forms. An index is appended. (142 references, 32 tables, 20 figures) (mlf)
Work orientation and job performance : the cultural basis of teaching rewards and incentives by Douglas E Mitchell( Book )

8 editions published between 1983 and 1987 in English and Undetermined and held by 359 WorldCat member libraries worldwide

This research report offers a theoretical framework for interpreting and improving the incentives available to elementary school teachers by drawing together diverse threads of research on work motivation, reward patterns, and incentive systems across a broad range of work settings. The report draws upon data collected during a year-long study of 15 elementary school teachers, their 5 principals, and 10 central office administrators in one moderately large, urban, unified school district in southern California. This report includes the executive summary of the study as well as eight additional chapters. Chapter 1 offers an overview of teaching incentives, and chapter 2 reviews prior research on elementary school teachers' work motivation, and reward and incentive systems. In the third chapter, the 15 teachers' work orientations and incentive systems are outlined on organizational, group, and individual levels. Chapter 4, "Teaching Lessons: The Cultural Enterprize of the Classroom," describes lesson structure archetypes, variations, and elements. The fifth chapter discusses classroom management (rules and their enforcement) from the cultural perspective. Chapter 6 puts the five school principals' administrative work in cultural perspective. Chapter 7 talks about different cultural incentives and effective teaching. Chapter 8 discusses policy implications involved in teacher incentives and school achievement and administration. Appended to the report are methodological notes and references. (Jmk)
Education politics for the new century : the twentieth anniversary yearbook of the Politics of Education Association( Book )

12 editions published between 1989 and 1990 in English and held by 354 WorldCat member libraries worldwide

The 1989 Yearbook, commemorates the PEA's first twenty years by concentrating on the changing social, economic, technological and political forces that will shape education politics and policy into the twenty-first century. The Yearbook focuses on the roles to be played by education professionals, local citizen groups, government agencies and business leaders in shaping education policy, responses to racial and ethnic segregation, school restructuring, technology utilisation, and the development of education politics and policy
The changing idea of a teachers' union by Charles T Kerchner( Book )

7 editions published in 1988 in English and held by 326 WorldCat member libraries worldwide

New foundations for knowledge in educational administration, policy, and politics : science and sensationalism by Douglas E Mitchell( Book )

10 editions published between 2006 and 2013 in English and Undetermined and held by 287 WorldCat member libraries worldwide

This book probes the intellectual foundations of scholarly inquiry into educational administration, policy, and politics. The question of whether, and if so how, social science theories and methods contribute to an understanding of these issues is hotly debated today. Is there really a scientific basis for evaluating and/or improving educational administration, politics and policy? The contributors-all recognized scholars in the fields of educational organization, administration, policy and politics-tackle the question of epistemology directly, addressing anew what rules of scholarly conduct s
Shaping legislative decisions : education policy and the social sciences by Douglas E Mitchell( Book )

6 editions published between 1198 and 1982 in English and held by 281 WorldCat member libraries worldwide

Shaping education policy : power and process by Douglas E Mitchell( Book )

15 editions published between 2011 and 2018 in English and Undetermined and held by 217 WorldCat member libraries worldwide

Shaping Education Policy is a comprehensive overview of education politics and policy during the most turbulent and rapidly changing period in American history. Respected scholars review the history of education policy to explain the political powers and processes that shape education today. Chapters cover major themes that have influenced education, including the civil rights movement, federal involvement, the accountability movement, family choice, and development of nationalization and globalization. Sponsored by the Politics of Education Association, this edited collection examines the tum
The impact of California's legislative policy on public school performance by Douglas E Mitchell( Book )

2 editions published in 1980 in English and held by 91 WorldCat member libraries worldwide

Principal leadership : a theoretical framework for research by Douglas E Mitchell( Book )

4 editions published in 1990 in English and held by 77 WorldCat member libraries worldwide

Alternative state policy mechanisms for pursuing educational quality, equity, efficiency, and choice goals : final report by Douglas E Mitchell( Book )

2 editions published in 1986 in English and held by 64 WorldCat member libraries worldwide

This paper reports a 2-year study of education policy that sought to identify, describe, and analyze the essential building blocks of state-level education policy and to discover the factors responsible for creating differences among states in their use of these elements to construct an overall framework for school regulation and support. Sample selection for the study involved two analytical levels: identification of a sample of six state policy systems, and selection of 140 key actors within those states for interview and survey data collection. The six states are: Arizona, California, Illinois, Pennsylvania, West Virginia and Wisconsin. After an executive summary, chapter 1 outlines the background for the study of state education policy systems and lists 26 references. Chapter 2 describes the research design and methodology for the study and lists 18 references. Chapter 3 examines the state policy mechanisms of ranking, attention, and knowledgeability. Chapter 4 looks at competing approaches to seven alternative state policy mechanisms. The fifth chaper explores values in legislative codes and cites nine references. Chapter 6 examines political culture values of state education policymakers and cites 32 references. Chapter 7 looks at state statistical profiles that illuminate educational policy in the six sample states. The eighth chapter describes public values as origins of policy actions. Chapter 9 explores the influence, power, and policymaking processes and lists nine references. The final chapter examines assumptive worlds and education policymakers and cites 37 references. A total of 65 tables, 40 figures, and 10 appendices containing the study instruments and data collection forms are included. (Wth)
The dynamics of public school collective bargaining and its impacts on governance, administration and teaching by Charles T Kerchner( Book )

3 editions published between 1981 and 1984 in English and held by 59 WorldCat member libraries worldwide

Conclusions about public school labor relations advanced in this report are based on analysis of data from a two-phase study. The first phase consisted of case studies conducted during entire collective bargaining cycles in eight school districts--four in Illinois and four in California. The second phase of the research expanded the work into 65 additional districts in the same 2 states, using interviews and surveys as the primary means of investigation. Approximately 240 persons were interviewed and a total of 1,038 usable questionnaires returned. The authors conclude that (1) public sector labor relations have changed the nature of school governance and the patterns of participation of lay persons in the schools; (2) three distinct generations and two highly conflict-ridden intergenerational periods exist in school labor relations; and (3) there have been important changes in school operations and in the nature of work within schools. The body of the report treats the concept of and evidence about the generational development of labor relations. The appendices include case study reports on each of the eight districts studied in the exploratory stage as well as a detailed methodological presentation on the second stage, including the instruments used. (Author/MLF)
Multiple paths for understanding "The Role of values in state policy" by Frederick M Wirt( Book )

1 edition published in 1986 in English and held by 57 WorldCat member libraries worldwide

In a comparative analysis of values in state education policy, this paper demonstrates the need for a multifaceted methodology to understand the complexity that characterizes state sociopolitical systems. The paper refers to a study of education policy values among six states in its analysis. Identifying values and their influence form the central research questions in policy analysis. The methodology of quantitative covariation measures variables to account for policy variations; however, the focus upon selected realities excludes non-quantifiable variables of theoretical relevance. Code analysis focuses on state statutes and upon content analysis to derive historical values' interrelationships. Most states have altered value emphasis over recent decades, although the value of choice persists. Constituents' values influence policy elite through broad and narrow concerns. Quantitative and code analyses examine substative policies, but a third path describes the process that produces them. The process-oriented method deals with the perceived influence of constituents' values upon policymakers and discovers their implicit assumptive worlds. A handful of central domains can structure the assumptive worlds that are embedded within the myriad of informal accounts that appear within and among the states; analysis elucidates cultural elements in policy context. A multiple approach maximizes methodologies that ask different questions to yield different answers about complex interactions of behavior and value in political systems. Twenty-eight references are appended. (Cjh)
Professional responsibility : the fundamental issue in education and health care reform by Douglas E Mitchell( Book )

11 editions published between 2015 and 2016 in English and held by 24 WorldCat member libraries worldwide

At the center of this book is the complex and perplexing question of how to design professional preparation programs, organizational management practices, public policy systems and robust professional associations committed to and capable of, maintaining confidence, trust and the other hallmarks of responsible professionalism. To do this, we need to rebuild our understanding of professional responsibility from the ground up. We describe how individuals might be prepared to engage in responsible professional service delivery, examine promising options for the reform of professional service systems and finally, outline a reform strategy for improving practice in education and medicine - two essential public services. The nexus of the reform problem in professionalism is establishing a more robust and effective working relationship between teachers and their students; between health care professionals and their patients and between educators and health professionals. Professionalism means acceptance of professional responsibility for student and patient outcomes - not just acceptance of responsibility for technical expertise, but commitment to the social norms of the profession, including trustworthiness and responsibility for client wellbeing. In the past, it may have been sufficient to assume that adequate knowledge can be shaped into standards of professional practice. Today, it is clear that we must take careful account of the ways in which practicing professionals develop, internalize and sustain professionalism during their training, along with the ways in which this commitment to professionalism may be undermined by the regulatory, fiscal, technological, political and emotional incentive systems that impinge on professional workplaces and professional employment systems
How changing class size affects classrooms and students by Douglas E Mitchell( Book )

4 editions published between 1989 and 1990 in English and held by 10 WorldCat member libraries worldwide

Finding an unequivocable answer to the class size issue is vitally important to the future of American public education. Sorting out conflicting viewpoints and determining supportable conclusions are this report's primary purpose. Three factors--research motivation, the effects of confounding variables, and problems related to distinguishing between student achievement and other classroom process changes--are largely responsible for the divergent, sometimes conflicting views expressed in the literature. For all student populations, class size research shows an important link between lowered student/teacher ratios and higher achievement. This conclusion can be reached by using appropriate complex statistical methods and research designs promoted by the National Education Association. An extensive literature review yields seven related conclusions: (1) class size research has had a history of limited research design, inappropriate methodology, and biased literature reviews; (2) the most seriously misleading conclusions have often been repeated in subsequent analyses; (3) development of a theoretical framework for determining class size influences on learning has been slow; (4) various studies have shown that achievement effects are mediated by changes in teachers' handling of classroom responsibilities; (5) alternative cost-effective strategies for reducing effective group size are available; (6) redeployment of existing school staff offers the most promising strategy for reducing instructional group size; and (7) some class reduction benefits can be gained by creative redistribution of students and incorporation of small-class techniques into routine classroom practice. One statistical appendix is included. (269 references) (mlh)
Labor relations in California as seen by members of the Association of California School Administors: a survey conducted by the Far West Laboratory by Douglas E Mitchell( Book )

1 edition published in 1987 in English and held by 7 WorldCat member libraries worldwide

Alternative state policy mechanisms for influencing school performance by Douglas E Mitchell( Book )

2 editions published in 1983 in English and held by 5 WorldCat member libraries worldwide

While initiative in educational policy formation has shifted increasingly away from local and federal to state-level policy systems, policy problems continue to be compounded by intellectual problems related to weak conceptualization and inadequate analysis. Policy debates of the 20th Century have focused successively on education efficiency, equity, and in the 1980s, quality. The great variety and lack of clarity of new state programs attempting to balance these three policy goals suggest the need for a systematic taxonomy of key state policy elements. Although several empirical taxonomies have previously been proposed, a theoretical taxonomy is needed for the classification of state policy straategies. Such a taxonomy may emphasize social values, economic consequences, or as in the present study, the basic control mechanisms of various policy choices. State policy makers have at their disposal seven such mechanisms: (1) structural organization of the school, (2) revenue generation, (3) resource allocation, (4) educational program definition and accreditation, (5) personnel training and certification, (6) testing and assessment of student progress, and (7) curriculum materials development and selection. Further research is needed to determine how these mechanisms might interact with each other to enable schools to pursue the three historical goals of public schooling. (Jbm)
Critical tensions in the governance of California public education by Dennis J Encarnation( Book )

1 edition published in 1983 in English and held by 4 WorldCat member libraries worldwide

School Restructuring: The Superintendent's View by Douglas E Mitchell( Book )

3 editions published in 1991 in English and held by 2 WorldCat member libraries worldwide

Findings from a study that examined the attitudes of California school district superintendents toward school restructuring are presented in this paper. Interviews were conducted with a total of 30 superintendents and senior staff members in 22 California school districts to explore their orientations toward school restructuring in general and toward eight specific restructuring approaches--school-based management, teacher empowerment, teacher professionalization, labor relations restructuring, pedagogical restructuring, governance reform, school choice, and integrated child service delivery. Although the superintendents held widely divergent perceptions about the nature and potential value of various approaches, three key tensions shaped their overall pattern of thinking about restructuring: (1) saliency vs. Explicitness of the issue; (2) performance improvement vs. Legitimacy of the schools; and (3) accountability vs. Ownership. Two contextual factors also influenced their thinking--amount of superintendency experience and the kind of community support. Implications are that school restructuring is not a clearly focused program of reform; caution should be used in judging reform efforts; and most efforts are relatively remote from the "technical core" of teaching and learning. A conclusion is that the politics of evaluation are important to the longterm success of restructuring. (23 references) (lmi)
School district system reform : a case study of strategic planning, site-based management, and outcome based education in Victor Elementary School District by Douglas E Mitchell( Book )

2 editions published in 1993 in English and held by 2 WorldCat member libraries worldwide

Parent and community satisfaction with public education : a survey of parents and citizens in three CERC school districts by Douglas E Mitchell( Book )

2 editions published in 1992 in English and held by 1 WorldCat member library worldwide

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Education politics for the new century : the twentieth anniversary yearbook of the Politics of Education Association
Alternative Names
Mitchell, Douglas

English (101)

New foundations for knowledge in educational administration, policy, and politics : science and sensationalismShaping education policy : power and process