Stereotype attribution in two ethnic groups     

Jack M. Feldman  Fraser MacDonald  Iulai Ah Sam 《Int J Intercult Relat》1980,4(2):185-202

The cross-cultural generality of previously observed stereotype attribution processes was investigated. European and Maori New Zealanders, similar in age but differing in occupational status from previous American samples, rated stimulus persons varying along three dimensions: Ethnicity (European, Maori, Samoan); Origin (Urban-Rural); and Occupation/Education (manager, skilled tradesman, laborer). Response traits were 26 adjectives found in previous research to comprise ethnic stereotypes. Factor analysis of these 26 traits showed that 5 factors were plausible in each sample, although the factor structures in the two samples were not identical. Separate between- subjects ANOV As in each sample showed that stimulus occupation accounted for most of the systematic variance in the attribution of the trait factors. This was interpreted as evidence for possible occupational stereotyping. Methodological and theoretical issues relevant to this conclusion were discussed, including the likelihood that different processes may characterize attribution in different cultures and situations.  相似文献   

POWER AND HISTORY: HISTORY AS “CRITICAL” ANALYSIS     

Jack L. Seymour 《Religious education (Chicago, Ill.)》2013,108(3):349-359

  相似文献   

Medium Cool: Music Videos from Soundies to Cellphones by Roger Beebe and Jason Middleton,Eds     

Jack Estes 《Journal of American culture (Malden, Mass. : 2003)》2008,31(2):239-240

  相似文献   

Cognitive Arithmetic Differences in Learning Difficulty Groups and the Role of Behavioral Inattention     

Paul T. Cirino  Jack M. Fletcher  Linda Ewing‐Cobbs  Marcia A. Barnes  Lynn S. Fuchs 《Learning disabilities research & practice》2007,22(1):25-35

The objectives of this study were to (1) evaluate group differences in specific arithmetic competencies among students with various types of learning difficulties (LD) and (2) to examine the influence of attention behaviors on possible group differences. Participants were a community sample of 291 third‐ and fourth‐grade students with reading difficulties (RD) and/or math difficulties (MD), or with no LD (51 MD, 66 RD, 89 MD + RD, and 85 No LD students). Students were administered computerized measures of cognitive addition, subtraction, and estimation (accuracy and response times), as well as other measures. Groups were compared with and without covariation for behavioral inattention and their interactions. Small sums addition, thought to reflect retrieval processes, estimation accuracy, and number knowledge, did not show differences between MD and MD + RD students, although both showed lower performance than the RD and No LD groups. Attention behavior had a variable impact, most typically making group differences larger, but did not alter the general pattern of group differences, except in the case of estimation.  相似文献   

Measuring Holocaust knowledge and its impact: A Canadian case study     

Jack Jedwab 《Prospects》2010,40(2):273-287

This article examines the responses of some 1,500 Canadians to a public opinion survey on knowledge of the Holocaust, awareness of genocide, and attitudes towards discrimination and diversity. Based on one of the most detailed surveys conducted to date on Holocaust knowledge, the study found strong correlations between greater reported Holocaust knowledge and concern over genocide, as well as greater recognition of anti-Semitism as a societal problem. Greater reported Holocaust knowledge did not, however, correlate consistently with greater openness towards selected dimensions of diversity. This counterintuitive phenomenon can likely be attributed to what respondents have learned about diversity and the limits of the effect of Holocaust education in this regard. Hence, further research is required on the relationship between the two. Finally, going forward, a case is made for a global assessment of levels of Holocaust knowledge.  相似文献   

A Framework for Remediating Number Combination Deficits     

Fuchs LS  Powell SR  Seethaler PM  Fuchs D  Hamlett CL  Cirino PT  Fletcher JM 《Exceptional children》2010,76(2):135-165

  相似文献   

WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES     

Vaughn S  Denton CA  Fletcher JM 《Psychology in the schools》2010,47(5):432-444

This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities.  相似文献   

Measuring the ROI of a coaching intervention,Part 2     

Jack J. Phillips 《Performance Improvement》2007,46(10):10-23

This article, the second of a two‐part series, describes a case study application of the ROI Methodology™. In this case, a structured coaching program was implemented as part of a comprehensive performance improvement solution designed to improve efficiency, customer satisfaction, and revenue growth for Nations Hotel Corporation. This case study provides critical insights into how a project was systemically designed, delivered, and measured to create performance value, including a return on investment.  相似文献   

Abstract     

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  & Marty Wyngaarden Krauss 《Monographs of the Society for Research in Child Development》2001,66(3):vii-viii

  相似文献   

Guide to the Literature     

Jack Walton 《British journal of educational technology : journal of the Council for Educational Technology》1971,2(3):251-252

  相似文献