WorldCat Identities

McDonnell, Lorraine 1947-

Works: 58 works in 205 publications in 1 language and 7,915 library holdings
Genres: Case studies  Abstracts 
Roles: Author, Editor, Other
Classifications: LC4031, 371.91
Publication Timeline
Most widely held works by Lorraine McDonnell
Educating one & all : students with disabilities and standards-based reform by Lorraine McDonnell( )

17 editions published between 1900 and 2014 in English and held by 2,925 WorldCat member libraries worldwide

In this book, the Committee on Goals 2000 and the Inclusion of Students with Disabilities addresses standards-based reform and the education of students with disabilities, and presents recommendations to states and communities that seek to make these reforms consistent with current policies and practice in special education. The first chapter provides an overview of the committee's study of standards-based reform and students with disabilities. Chapter 2 compares the federal and state policy frameworks supporting standards-based reforms and special education, discusses the difficulties of translating policy into practice, and analyzes the incentives each framework creates for serving students with disabilities. Chapter 3 describes the heterogeneity of students with disabilities and considers how this may affect their participation in standards-based reforms. An overview of post-school outcomes is presented in chapter 4, along with curricular and instructional issues for students with disabilities and their relationship to the standards. Chapter 5 analyzes the use of large-scale assessments for measuring student progress relative to state standards and for ensuring that the education system is publicly accountable. The last chapter presents the committee's 12 recommendations. Appendices include a summary of a workshop on students with disabilities and standards-based reform. (Contains over 500 references.) (CR)
Rediscovering the democratic purposes of education( Book )

7 editions published in 2000 in English and held by 493 WorldCat member libraries worldwide

Politics, persuasion, and educational testing by Lorraine McDonnell( Book )

5 editions published in 2004 in English and held by 491 WorldCat member libraries worldwide

In the current climate of national high-stakes testing, McDonnell ventures back to the 1990s and state reforms which modeled the effort in some areas, specifically California, Kentucky, and North Carolina. When educational reformers introduced tests as a way to measure effectiveness, testing politics changed the educational climate. But reformers soon witnessed a backlash from parents and community leaders, and the reforms were altered as a result. McDonnell parallels these state-wide experiences with the response to the federal initiative of No Child Left Behind
When research matters : how scholarship influences education policy by Frederick M Hess( Book )

3 editions published in 2008 in English and held by 442 WorldCat member libraries worldwide

When research matters considers the complex and crucially important relationship between education research and policy. In examining how and under what conditions research affects education policy, the book focuses on a number of critical issues: the history of the federal role in education policy; the evolving nature of educational policy research; the role of research in debates about reading, NCLB, and "out-of-field" teaching; how research affects policy by shaping public opinion, judicial rulings, and the decisions of district and school leaders; and the incentives that help explain the behavior of researchers and policymakers. --Publisher description
Policymakers' views of student assessment by Lorraine McDonnell( Book )

4 editions published in 1994 in English and held by 258 WorldCat member libraries worldwide

The gap between policymaker enthusiasm for the uses of student assessment and expert caution is analyzed by examining new forms of student assessment as an education policy strategy. The study is based on interviews with 34 national and state policymakers and focuses on their differing expectations of what assessment policy can accomplish and how they view the feasibility of assessment-based reforms. Some policymakers agree with testing experts that assessments should provide information about the overall status of the education system and aid in instructional decisions about individual students, but others want to use assessments for accountability or for certifying that individual students have attained specified levels of mastery. Testing experts, who have cautioned against assessment misuse in the past, are in danger of being ignored as they continue their dire warnings against using assessments in policy formation. (Contains 34 references.) (Sld)
The dilemma of teacher policy by Lorraine McDonnell( Book )

4 editions published between 1989 and 1991 in English and held by 245 WorldCat member libraries worldwide

Policies to change the way teachers are trained, licensed, and compensated constitute a major part of the educational reform agendas advanced by state governments over the past several years. These policies have been extremely difficult to implement, and state officials face the prospect that many of them will need substantial modification. This report argues that the explanation lies in a basic dilemma that most state teacher policies pose: the need to accommodate two different, yet equally legitimate, values--popular control and professionalism--in their design and implementation. This report examines the inherent tensions between democratic control and professionalism, how they are manifested in teacher policies, how they influence subsequent implementation, and how the two approaches might be more effectively balanced in future generations of teacher policy. The data analyzed represent over 600 interviews with state policymakers, interest group representatives, local district officials, principals, and classroom teachers in 19 local districts and 50 schools in the states of Arizona, California, Florida, Georgia, and Pennsylvania. (64 references) (Author/MLF)
Newcomers in American schools : meeting the educational needs of immigrant youths by Lorraine McDonnell( Book )

6 editions published in 1993 in English and held by 242 WorldCat member libraries worldwide

The United States is experiencing a wave of immigration unprecedented since the early 1900s. This report examines the schooling needs of immigrant students, assesses how well those needs are being met, and suggests strategies for improving schooling outcomes for immigrants. Immigrant education is examined as a political issue and as a challenge facing overburdened school systems. Data were collected from a purposive sample of 8 school districts and 55 schools. Six large urban districts that enroll the overwhelming majority of immigrant students nationally were included. A more detailed analysis was performed of the transcripts of 745 students in Los Angeles (California) schools, and 38 interviews were conducted with state-level policymakers across 6 states. Among the major conclusions is that immigrants, although they represent only a fraction of the nation's youth, are a growing population, heavily concentrated in a few areas of the country. Immigrant education is not a visible policy issue, and the needs of immigrant students are not generally recognized. The quality of schooling that immigrants receive depends on the capacity of the communities in which they live, and many have inadequate resources. Immigrant students have unmet needs that are unique to their newcomer status. Thirteen tables present study data. (Contains 55 references.) (Sld)
Teacher unions and educational reform by Lorraine McDonnell( Book )

7 editions published in 1988 in English and held by 235 WorldCat member libraries worldwide

This report examines the participation of teacher unions in the education reform process. It analyzes the many roles that these organizations are playing at the national, state, and local levels through collective bargaining and political action. The focus is upon three major issues: (1) the extent to which teacher unions have attained more professional teaching conditions through collective bargaining; (2) the political response of teacher organizations to national, state, and local reform initiatives; and (3) the way in which the interests and activities of teacher organizations are likely to shape successive generations of educational reform, particularly efforts to restructure the teaching profession. The report is addressed to policymakers, teacher union leaders, education researchers, and others interested in enhancing the professional status of teachers. (Jd)
Organized teachers in American schools by Lorraine McDonnell( Book )

5 editions published between 1967 and 1979 in English and held by 224 WorldCat member libraries worldwide

This research examines trends in the noncompensation aspects of collective bargaining by teachers, the factors responsible for these trends, the nature of the negotiations process itself, institutionalization of contractual provisions, and dependence on past practice and political action as alternatives to collective bargaining. The study was divided into two phases: a quantitative analysis of teacher contract data from a national sample of school districts at two time periods (1970 and 1975) and intensive fieldwork in 15 of these districts. The phase 1 analysis indicated that, generally, teacher organizations first bargain over and obtain increases in salary and fringe benefits, then move on to working conditions and job security, and finally to issues of educational policy. Phase 2 indicated that as the collective bargaining process has matured, it has become more professionalized with negotiations conducted largely by professional negotiators on each side. The paper concludes that collective bargaining does not affect significantly either classroom operations or the quality of educational services that teachers provide to students. (Author/LD)
Local systems of vocational education and job training : diversity, interdependence, and effectiveness by W. Norton Grubb( Book )

10 editions published in 1991 in English and held by 206 WorldCat member libraries worldwide

A study examined local work-related education and training institutions from a system perspective. Information was obtained through field interviews of staff and administrators in secondary education, community colleges and technical facilities, and Job Training Partnership Act (JTPA) and similar programs, as well as record data from eight communities in four states: Fresno and San Jose, California; Jacksonville and Miami, Florida; Des Moines and Sioux City, Iowa; and Philadelphia and Scranton, Pennsylvania. The study found that many of the same types of programs, with similar purposes and strategies, exist in all the communities studied. However, some newer programs, such as work-for-welfare programs, vary considerably from place to place. The relationships among different education and training institutions, rather than their individual identities, create local systems of work-related education and training. Surprisingly little duplication and competition were found. The study derived a standard model and three variants in the divisions of programs in the communities. In the standard model, a dense network of relationships is established among education and training institutions. In the variations: (1) educational institutions are closely coordinated but lack contact with JTPA programs; (2) community colleges dominate; and (3) institutions are autonomous, with little coordination. Eight factors were cited for the varying types of relationships. Recommendations were made to design measures of effectiveness for the various types of local educational systems. (An appendix gives an overview of providers in the eight communities. There are 55 references.) (KC)
Education policy and the role of the states by Lorraine McDonnell( Book )

10 editions published between 1981 and 1983 in English and held by 200 WorldCat member libraries worldwide

Focusing specifically on the two largest federal education programs, Title I of the Elementary and Secondary Education Act and the Education for All Handicapped Children Act (pl 94-142), this study analyzes how states implement federal and state education programs. The book is divided into six chapters. Chapter 1 offers background on federal-state relations and explains the research methods used, the grants-in-aid system, and the conceptual framework guiding the study. Chapter 2 describes the four states in the sample and identifies those political and organizational characteristics that shape policy implementation. Chapter 3 presents a comparative analysis of the data and discusses the conditions under which state political factors are most likely to enhance the state education agency's role and capacity. Chapters 4 and 5 examine Title I, pl 94-142, and state programs serving similar student groups. The final chapter addresses policy questions, especially those related to state capacity and its implications for changing federal and state roles in public education. (Author/WD)
Education and training for work : the policy instruments and the institutions by Lorraine McDonnell( Book )

7 editions published in 1991 in English and held by 197 WorldCat member libraries worldwide

A study analyzed the role of state governments in implementing federal education and job training policies and in designing and implementing their own policies. A framework was developed for understanding policy instruments used to promote education and training objectives: mandates, inducements, capacity-building, and system-changing. Each type embodied a different set of assumptions about (1) the policy problem to be addressed; (2) policy targets and expected effects; and (3) costs and who bears them. The framework provided an overview of the five major domains of education and training policy and distinguished areas in which implementation had shown the policies' underlying assumptions to be valid from those in which problems suggested a mismatch. The five policy domains--secondary vocational education, postsecondary vocational education, Job Training Partnership Act programs, state-funded job training programs linked to economic development strategies, and welfare-to-work programs--were based on inducements. They varied in types of secondary instruments combined with inducements, role of different levels of government, focus, and extent to which implementation was shaped by other policies. Policy design showed four trends: (1) more complex policy instruments over time; (2) a shift in balance between federal and state policy initiatives; (3) proliferation of education and training programs; and (4) assumption of new responsibilities by existing institutions. (71 references) (ylb)
Alternative policy instruments by Lorraine McDonnell( Book )

7 editions published in 1987 in English and held by 194 WorldCat member libraries worldwide

Policies work by bringing the resources of government-money, rules, and authority-into the service of political objectives, and using those resources to influence the actions of individuals and institutions. The first generation of policy implementation research focused primarily on whether results were consistent with intentions. The second generation focused on variations in the response of individuals and institutions, and on the conditions of successful implementation. The next generation, we believe, should build on the lessons of the first two by focusing on the instruments common to different policies and on the conditions under which those instruments are most likely to produce their intended effects. Over the past decade, implementation research has developed as a major strand of policy analysis. Numerous studies with an implementation focus have documented the importance of local context in understanding the variable effects of policy (McLaughlin, 1987). This research tradition has played a significant role in moving institutional analysts beyond an almost sole concentration on policy enactment and in infusing evaluation research with a more sophisticated notion of the process that shapes policy outcomes. Yet implementation research has come under increasing criticism for its lack of parsimonious theory (Ingram, forthcoming), its neglect of longer-term policy effects, and its primary focus on discrete federal programs. Keywords: Military publications, Reports, Periodicals. (eg)
Federal support for training foreign language and area specialists : the education and careers of FLAS fellowship recipients by Lorraine McDonnell( Book )

10 editions published in 1983 in English and held by 165 WorldCat member libraries worldwide

This report examines the training and careers of individuals who received support through the Foreign Language and Area Studies (FLAS) fellowship program. It profiles their training, employment history, and on-the-job use of language and area skills. The report also assesses the extent to which such usage varies across occupational categories, world areas, degree cohorts, and academic disciplines. The authors conclude that the training of language and area studies specialists has remained much the same, while major changes have occurred in the job market and in skill utilization patterns. There is no question that universities have provided high-quality training to a group of talented and motivated students. The task is now to reshape that training in the face of new realities, so an important national resource will not go unused
Discovering what schools really teach : designing improved coursework indicators by Lorraine McDonnell( Book )

6 editions published in 1990 in English and held by 152 WorldCat member libraries worldwide

This policy guide argues the need for improved indicators of student coursework, illustrates the information that different types of measures convey, outlines the key choices that need to be made about data collection, and suggests ways in which states might develop more valid and useful indicators of student coursework. In its broadest form, coursework includes the following: (1) the courses that schools offer; (2) patterns of coursetaking by different types of students; (3) the content of these courses; (4) their objectives; (5) instructional strategies; and (6) teachers' qualifications and experience. Examples provided are drawn from the School Reform Assessment (SRA) project, a 2-year exploratory study undertaken in California and Georgia to design a variety of high school coursework indicators. The SRA focuses on expanding and refining the technical quality of existing coursework indicators and accommodating the information needs of policymakers by providing indicators that measure the effects of major curriculum policies. Valid coursework indicators must meet the following four criteria: (1) they must be linked to a larger model of the schooling process; (2) they must differentiate among tracks or levels of the curriculum; (3) they must distinguish between the curriculum as it is intended by designers/policymakers and as it is actually implemented in schools/classrooms; and (4) they must measure the depth and breadth of the curriculum. Statistical data are presented in three tables and nine graphs. An appendix describes the SRA sample. A 28-item list of references is included. (SLD)
Indicators for monitoring mathematics and science education : a sourcebook( Book )

3 editions published in 1989 in English and held by 144 WorldCat member libraries worldwide

This report contains a collection of papers summarizing the major research on elementary and secondary schooling conducted over the past decade, and outlining what those studies suggest for designing improved educational indicators. The report includes a section on the design of educational indicator systems. It also includes sections on indicators of educational resources and commitment; school context and organization; teachers and teaching; curriculum; instruction; outcomes, achievement, participation, and attitudes; the distribution of educational opportunities and outcomes; policy problems; and school completion and dropouts. Finally, it discusses the policy context in which indicators are generated and used
Federal support for international studies : the role of NDEA Title VI by Lorraine McDonnell( Book )

9 editions published in 1981 in English and held by 137 WorldCat member libraries worldwide

This study examines the role of Title VI of the National Defense Education Act of 1958 in supporting international education activities. Data for the study were collected from records such as grant proposals and from interviews with Congressional and Department of Education staff, members of the President's Commission on Foreign Language and International Studies, government employers of foreign area specialists, interest group representatives, and persons from Title VI area studies centers. The study consists of six major chapters. The first five chapters describe and evaluate how Title VI operates at the federal level; the activities of college and university area studies centers; the Foreign International Studies Programs; and the research program. The study concludes by examining future program directions in chapter six. The study notes that the basic policy dilemma facing Title VI is the tradeoff between specialist training and general diffusion of international knowledge. Despite its limited resources, Title VI will continue to address both these objectives. The study recommends that the existing stock of specialists be maintained and that more realistic incentives for professional training with an international studies focus be created. The program should pay greater attention to area studies and to materials development at the K-12 level. (Author/RM)
Understanding the outcomes of megaprojects : a quantitative analysis of very large civilian projects by Edward W Merrow( Book )

6 editions published in 1988 in English and held by 121 WorldCat member libraries worldwide

This report analyzes the costs, problems, and operations of megaprojects (projects requiring huge physical and financial resources) by examining 52 civilian projects ranging in cost from $500 million to over $10 billion (in 1984 dollars). The authors consider whether megaprojects meet their cost, schedule, and performance goals; whether they typically display poorer outcomes than smaller projects; what factors contribute to good and bad outcomes; and what steps can be taken to minimize the cost, schedule, and performance risks associated with megaprojects. The authors recommend that the sponsors of megaprojects (1) broaden the scope of the project definition phase to rigorously and systematically include cultural, linguistic, legal, and especially political factors; (2) train project managers to be as aware of the project's institutional environment as of the internal project organization; and (3) question whether new technology, construction techniques, or design approaches are essential to the mission of the project
Education and training for work in the fifty states : a compendium of state policies by Lorraine McDonnell( Book )

6 editions published in 1993 in English and held by 115 WorldCat member libraries worldwide

This Note provides an overview of five federal and state education and training policy areas: (1) secondary vocational education, (2) postsecondary vocational education, (3) Job Training Partnership Act (JTPA) programs, (4) welfare-to-work programs, and (5) state-funded job training programs. It assembles for the first time basic information about how each of the fifty states organizes the governance and finance of education and training programs and how major policies vary across states. Its purpose is to introduce readers to a data base that can serve as a starting point for more in-depth analyses of particular aspects of work-related education
State standards-setting and public deliberation : the case of California by Lorraine McDonnell( Book )

2 editions published in 1999 in English and held by 91 WorldCat member libraries worldwide

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Audience level: 0.32 (from 0.06 for Educating ... to 0.63 for Understand ...)

Associated Subjects
Area studies--Scholarships, fellowships, etc Area vocational-technical centers California Children of immigrants--Education Children of immigrants--Education--Social aspects Children with disabilities--Education--Evaluation Children with disabilities--Education--Standards Collective bargaining--Education Collective bargaining--Teachers Competency-based education Democracy--Study and teaching Economic development projects--Cost control Education Education--Aims and objectives Educational accountability Educational change Educational change--Decision making Educational evaluation Educational indicators Educational surveys Educational tests and measurements Education and state Education--Curricula--Evaluation Education--Political aspects Education--Research Education--Standards Federal aid to education Federal aid to higher education Federal aid to research Government aid to education--U.S. states Inclusive education International education Language and languages--Scholarships, fellowships, etc Languages, Modern--Study and teaching Mathematics--Study and teaching (Elementary) Mathematics--Study and teaching (Secondary) Occupational training Occupational training--U.S. states Science--Study and teaching (Elementary) Science--Study and teaching (Secondary) Teachers' unions Teachers--Certification Teachers--Rating of Teachers--Salaries, etc Teachers--Training of United States Vocational education Vocational education--Law and legislation--U.S. states Vocational education--U.S. states Welfare recipients--Employment--U.S. states
Educating one & all : students with disabilities and standards-based reform
Rediscovering the democratic purposes of educationPolitics, persuasion, and educational testingWhen research matters : how scholarship influences education policyPolicymakers' views of student assessmentEducation and training for work : the policy instruments and the institutionsIndicators for monitoring mathematics and science education : a sourcebook
Alternative Names
Mac Donnell Lorraine M. 1947-....

MacDonnell, Lorraine 1947-

MacDonnell Lorraine M. 1947-....

Mc Donnell, Lorraine 1947-

Mc Donnell Lorraine M. 1947-....

McDonnell, Lorraine M. 1947-

McDonnell, Lorraine M. (Lorraine Mary)

McDonnell, Lorraine M. (Lorraine Mary), 1947-

McDonnell, Lorraine Mary

McDonnell, Lorraine Mary 1947-

English (134)