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Mark W. Lipsey

Bio: Mark W. Lipsey is an academic researcher. The author has contributed to research in topics: Impact assessment & Monitoring program. The author has an hindex of 2, co-authored 2 publications receiving 3273 citations.

Papers
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Book
01 Jan 1979
TL;DR: Programs, Policies and Evaluation Tailoring Evaluations Identifying Issues and Formulating Questions Assessing the Need for a Program Expressing and Assessing Program Theory Monitoring Program Process and Performance Strategies for Impact Assessment Randomized Designs for Impact assessment Quasi-Experimental Impact Assessments Assessment of Full-Coverage Programs Measuring Efficiency.
Abstract: Programs, Policies and Evaluation Tailoring Evaluations Identifying Issues and Formulating Questions Assessing the Need for a Program Expressing and Assessing Program Theory Monitoring Program Process and Performance Strategies for Impact Assessment Randomized Designs for Impact Assessment Quasi-Experimental Impact Assessments Assessment of Full-Coverage Programs Measuring Efficiency The Social Context of Evaluation

3,272 citations


Cited by
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Journal ArticleDOI
TL;DR: The literature on knowledge acquisition is voluminous and multi-faceted as mentioned in this paper, and so the knowledge acquisition construct is portrayed as consisting of five subconstructs or subprocesses: 1 drawing on knowledge available at the organization's birth, 2 learning from experience, 3 learning by observing other organizations, 4 grafting on to itself components that possess knowledge needed but not possessed by the organization, and 5 noticing or searching for information about the environment and performance.
Abstract: This paper differs from previous examinations of organizational learning in that it is broader in scope and more evaluative of the literatures. Four constructs related to organizational learning knowledge acquisition, information distribution, information interpretation, and organizational memory are articulated, and the literatures related to each are described and critiqued. The literature on knowledge acquisition is voluminous and multi-faceted, and so the knowledge acquisition construct is portrayed here as consisting of five subconstructs or subprocesses: 1 drawing on knowledge available at the organization's birth, 2 learning from experience, 3 learning by observing other organizations, 4 grafting on to itself components that possess knowledge needed but not possessed by the organization, and 5 noticing or searching for information about the organization's environment and performance. Examination of the related literatures indicates that much has been learned about learning from experience, but also that there is a lack of cumulative work and a lack of integration of work from different research groups. Similarly, much has been learned about organizational search, but there is a lack of conceptual work, and there is a lack of both cumulative work and syntheses with which to create a more mature literature. Congenital learning, vicarious learning, and grafting are information acquisition subprocesses about which relatively little has been learned. The literature concerning information distribution is rich and mature, but an aspect of information distribution that is central to an organization's benefitting from its learning, namely how units that possess information and units that need this information can find each other quickly and with a high likelihood, is unexplored. Information interpretation, as an organizational process, rather than an individual process, requires empirical work for further advancement. Organizational memory is much in need of systematic investigation, particularly by those whose special concerns are improving organizational learning and decision making.

8,041 citations

Book
01 Jan 1991
TL;DR: Though mass media students need to have a firm enough understanding of the research process to carry out some research, their main goal is to understand analysis and reports from secondary sources as mentioned in this paper.
Abstract: Though mass media students need to have a firm enough understanding of the research process to carry out some research, their main goal is to understand analysis and reports from secondary sources..

2,702 citations

Journal ArticleDOI
TL;DR: Key strengths and limitations of each perspective are examined, and core principles of social ecological theory are used to derive practical guidelines for designing and evaluating community health promotion programs.
Abstract: Health promotion programs often lack a clearly specified theoretical foundation or are based on narrowly conceived conceptual models. For example, lifestyle modification programs typically emphasize individually focused behavior change strategies, while neglecting the environmental underpinnings of health and illness. This article compares three distinct, yet complementary, theoretical perspectives on health promotion: behavioral change, environmental enhancement, and social ecological models. Key strengths and limitations of each perspective are examined, and core principles of social ecological theory are used to derive practical guidelines for designing and evaluating community health promotion programs. Directions for future health promotion research are discussed, including studies examining the role of intermediaries (e.g., corporate decision-makers, legislators) in promoting the well-being of others, and those evaluating the duration and scope of intervention outcomes.

2,527 citations

01 Jan 2007
TL;DR: This paper found that teachers who receive sub-stantial professional development (an average of 49 hours in the nine studies) can boost their students' achievement by about 21 percentile points, and the effect size was fairly consistent across the three content areas reviewed.
Abstract: Summary Of the more than 1,300 studies identi-fied as potentially addressing the effect of teacher professional development on student achievement in three key con-tent areas, nine meet What Works Clear-inghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link. This report finds that teachers who receive sub-stantial professional development—an average of 49 hours in the nine studies—can boost their students’ achievement by about 21 percentile points. How does teacher professional development affect student achievement? The connection seems intuitive. But demonstrating it is difficult. Examining more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achieve-ment in three key content areas, this report finds nine that meet What Works Clearing-house evidence standards. That only nine meet standards attests to the paucity of rigorous studies that directly assess the effect of in-service teacher professional development on student achievement in mathematics, science, and reading and English/language arts.But the results of those studies—that average control group students would have increased their achievement by 21 percentile points if their teacher had received substantial profes-sional development—indicates that provid-ing professional development to teachers had a moderate effect on student achievement across the nine studies. The effect size was fairly consistent across the three content areas reviewed. All nine studies focused on elementary school teachers and their students. About half fo-cused on lower elementary grades (kindergar-ten and first grade), and about half on upper elementary grades (fourth and fifth grades).Six studies were published in peer-reviewed journals; three were unpublished doctoral dissertations. The studies were not particularly recent, ranging from 1986 to 2003.Five studies were randomized controlled trials that meet evidence standards without reserva-tions. Four studies meet evidence standards with reservations (one randomized controlled trial with group equivalence problems and three quasi-experimental designs).Four focused on student achievement in read-ing and English/language arts—unsurprising given the large literature in this content area. Two studies focused on mathemat-ics, two on mathematics and reading and

1,510 citations

Journal ArticleDOI
TL;DR: It is found that more intensive follow-up of individuals in a placebo-controlled clinical trial of Ginkgo biloba for treating mild-moderate dementia resulted in a better outcome than minimal follow- up, as measured by their cognitive functioning.
Abstract: The 'Hawthorne Effect' may be an important factor affecting the generalisability of clinical research to routine practice, but has been little studied. Hawthorne Effects have been reported in previous clinical trials in dementia but to our knowledge, no attempt has been made to quantify them. Our aim was to compare minimal follow-up to intensive follow-up in participants in a placebo controlled trial of Ginkgo biloba for treating mild-moderate dementia. Participants in a dementia trial were randomised to intensive follow-up (with comprehensive assessment visits at baseline and two, four and six months post randomisation) or minimal follow-up (with an abbreviated assessment at baseline and a full assessment at six months). Our primary outcomes were cognitive functioning (ADAS-Cog) and participant and carer-rated quality of life (QOL-AD). We recruited 176 participants, mainly through general practices. The main analysis was based on Intention to treat (ITT), with available data. In the ANCOVA model with baseline score as a co-variate, follow-up group had a significant effect on outcome at six months on the ADAS-Cog score (n = 140; mean difference = -2.018; 95%CI -3.914, -0.121; p = 0.037 favouring the intensive follow-up group), and on participant-rated quality of life score (n = 142; mean difference = -1.382; 95%CI -2.642, -0.122; p = 0.032 favouring minimal follow-up group). There was no significant difference on carer quality of life. We found that more intensive follow-up of individuals in a placebo-controlled clinical trial of Ginkgo biloba for treating mild-moderate dementia resulted in a better outcome than minimal follow-up, as measured by their cognitive functioning. Current controlled trials: ISRCTN45577048

1,481 citations