Mack Clayton Shelley II

Iowa State University
Political Science

509 Ross Hall
Department of Political Science
Ames, IA
50011-1204 |  Visit Personal Website

Search Google Scholar
Search for Google Scholar Profile

Mack Shelley is a Full Professor at Iowa State University with a joint appointment in the Departments of Statistics and Political Science. He serves as Chair of the Department of Political Science. From 2003-2007 he served as Director of the Research Institute for Studies in Education (and Coordinator of Research from 1999-2003), and from 1999-2007 was a Professor in the Department of Educational Leadership and Policy Studies, at Iowa State University. He also has served as Director of the Public Policy and Administration Program and as Director of Graduate Education in Political Science. He has served as co-editor of the Policy Studies Journal; member of the Editorial Advisory Board for TESOL Quarterly; Associate Editor of the Journal of Information Technology & Politics; co-editor of the International Journal of Education in Mathematics, Science and Technology; and on the Editorial Boards for General Linear Model Journal, the Melvana Journal of Education, Studies in Educational Evaluation, and The Sociological Quarterly. His research, external funding, and teaching emphasize applications of statistical methods to public policy and program evaluation. He has received funding from numerous federal agencies, state agencies, and other organizations, including the National Science Foundation, the United States Department of Education, the Urban Mass Transportation Administration, the Iowa Department of Education, the Iowa Department of Public Health, the Iowa Department of Human Rights, the Des Moines Independent Community School District, the Center for Substance Abuse Prevention, the Administration for Children and Families of the United States Department of Health and Human Services, the Iowa Department of Economic Development, the Iowa Department of Human Rights, the City of Des Moines, the Iowa Board of Regents, the Pew Foundation, the Iowa Association of School Boards, Farm Safety 4 Just Kids, and the American Judicature Society. He regularly teaches courses on the policy process, policy implementation, program evaluation, and statistical methods.

Niehm, Linda S., Keila Tyner, Mack C. Shelley, and Margaret A. Fitzgerald. 2010. “Technology Adoption in Small Family-Owned Businesses: Accessibility, Perceived Advantage, and Information Technology Literacy.” Journal of Family and Economic Issues, 31 (4): 498-515.
Abstract: The purpose of the study was to examine the antecedents and impacts of information technology (IT)rnadoption by small family-owned businesses, using data from the National Family Business Survey. This research tested a model based on the Diffusion of Innovations framework and the Technology Acceptance Model (TAM). Family business managers? prior knowledge and level of IT use, business location, and community size/type were important antecedents to the decision to adopt IT. Ease ofrnuse and decision to adopt IT accounted for over 60% of the variance in usefulness of IT and implementation of internet and IT capabilities. The implementation of IT capabilities accounted for nearly 40% of the variance in actual use of IT and perceived impact of the internet.
Shelley, Mack, and Wenyu Su. 2011. “Effects of Student-Level and School-Level Characteristics on the Quality and Equity of Mathematics Achievement in the United States: Using Factor Analysis and Hierarchical Linear Models to Inform Education Policy.” In Mapping Equity and Quality in Mathematics Education, eds. Bill Atweh, Mellony Graven, Walter Secada, and Paola Valero. Dordrecht, NL: Springer. p. 145-161.
Abstract: This book chapter addresses policy implications of the need to establish greater levels of both equity and quality in mathematics education in the United States, based on analysis of data from the Program in International Student Assessment.
Shelley, Mack, Larry Yore, and Brian Hand, eds. 2009. Quality Research in Literacy and Science Education: International Perspectives and Gold Standards. Dordrecht, NL: Springer.
Abstract: This book, funded by the National Science Foundation, presents policy perspectives on the implications of the Educational Sciences Reform Act and No Child Left Behind, with an emphasis on science education and literacy acquisition.

Substantive Focus:
Education Policy PRIMARY
Health Policy SECONDARY
Science and Technology Policy
Social Policy
Comparative Public Policy

Theoretical Focus:
Agenda-Setting, Adoption, and Implementation SECONDARY
Policy Analysis and Evaluation PRIMARY