Donald T Mizokawa
Biographic Data
| ID | 230341 |
|---|---|
| NAME | Donald T Mizokawa |
| GIVEN NAMES | Donald T |
| FAMILY NAME | Mizokawa |
| SIGNATURE | MIZOKAWA D T |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 3 |
Cross-Situation Variability of Attributions for Success and Failure: A Cross-Sectional Study
Although attributional research has attempted to explore general rules for causal beliefs, cross-situational variation has been ignored Because attributions can be argued to be related to self-concept, the findings of self-concept influences across academic contexts and age also may be replicated in parallel studies of attributional beliefs. This study compared cohorts on their attributions for success and failure in two school-subject content ar…
Additive-Bilingual (Immersion) Education: Cognitive and Language Development
The superior control of cognitive processing demonstrated by children in the early stages of additive bilingualism may enhance symbolic reasoning abilities. The developmental interdependence of LI and L2 may allow additive-bilingual children to maintain normal native-language development. This study examined the development of a Grade 2 additive-bilingual (Spanish-immersion) program class as compared to a monolingual classroom on measures of nonv…
Attributions of Academic Success and Failure: A Comparison of Six Asian-American Ethnic Groups
Causal attribution research has not systematically varied the levels or units analyzed. Therefore, generalizations are difficult to apply to diverse educational conditions and to members of an aggregated group like the Asian Americans. The present study varied level of analysis by contrasting the causal attributions between two outcomes (success and failure) and between two academic content areas (language arts/social studies and mathematics/scie…
Special Education and Social Structure: The Commonality of “Exceptionality”
Although special education classifications have been frequently divided into “subjective” and “objective” categories of disability, the dominant paradigm sees the two types of classifications as occupying opposite ends of a continuum that ranges from mild learning impairment to severe physical and mental disability. The appropriateness of the objective disability paradigm for mild learning problems was tested by correlating the prevalence of subj…
Special Education and Social Structure: "The Commonality of "Exceptionality
Although special education classifications have been frequently divided into “subjective” and “objective” categories of disability, the dominant paradigm sees the two types of classifications as occupying opposite ends of a continuum that ranges from mild learning impairment to severe physical and mental disability. The appropriateness of the objective disability paradigm for mild learning problems was tested by correlating the prevalence of subj…
Self-Concepts of Japanese-American Children
The self-concept of Japanese-American and White American fourth- through sixth-grade children was measured using a modification of the Piers-Harris Children's Self Concept Scale. This study centered upon comparisons between the two ethnic groups, with special interest in the physical self-concept. Nine items dealing with the physical self-concept that were thought to be especially sensitive to Japanese-American populations were used with the orig…
Attributions of Academic Success and Failure: A Comparison of Six Asian-American Ethnic Groups
Causal attribution research has not systematically varied the levels or units analyzed. Therefore, generalizations are difficult to apply to diverse educational conditions and to members of an aggregated group like the Asian Americans. The present study varied level of analysis by contrasting the causal attributions between two outcomes (success and failure) and between two academic content areas (language arts/social studies and mathematics/scie…
Additive-Bilingual (Immersion) Education: Cognitive and Language Development
The superior control of cognitive processing demonstrated by children in the early stages of additive bilingualism may enhance symbolic reasoning abilities. The developmental interdependence of LI and L2 may allow additive-bilingual children to maintain normal native-language development. This study examined the development of a Grade 2 additive-bilingual (Spanish-immersion) program class as compared to a monolingual classroom on measures of nonv…
Special Education and Social Structure: The Commonality of “Exceptionality”
Although special education classifications have been frequently divided into “subjective” and “objective” categories of disability, the dominant paradigm sees the two types of classifications as occupying opposite ends of a continuum that ranges from mild learning impairment to severe physical and mental disability. The appropriateness of the objective disability paradigm for mild learning problems was tested by correlating the prevalence of subj…
Self-Concepts of Japanese-American Children
The self-concept of Japanese-American and White American fourth- through sixth-grade children was measured using a modification of the Piers-Harris Children's Self Concept Scale. This study centered upon comparisons between the two ethnic groups, with special interest in the physical self-concept. Nine items dealing with the physical self-concept that were thought to be especially sensitive to Japanese-American populations were used with the orig…
Self-Concepts of Japanese-American Children
The self-concept of Japanese-American and White American fourth- through sixth-grade children was measured using a modification of the Piers-Harris Children's Self Concept Scale. This study centered upon comparisons between the two ethnic groups, with special interest in the physical self-concept. Nine items dealing with the physical self-concept that were thought to be especially sensitive to Japanese-American populations were used with the orig…
Special Education and Social Structure: The Commonality of “Exceptionality”
Although special education classifications have been frequently divided into “subjective” and “objective” categories of disability, the dominant paradigm sees the two types of classifications as occupying opposite ends of a continuum that ranges from mild learning impairment to severe physical and mental disability. The appropriateness of the objective disability paradigm for mild learning problems was tested by correlating the prevalence of subj…
Special Education and Social Structure: "The Commonality of "Exceptionality
Although special education classifications have been frequently divided into “subjective” and “objective” categories of disability, the dominant paradigm sees the two types of classifications as occupying opposite ends of a continuum that ranges from mild learning impairment to severe physical and mental disability. The appropriateness of the objective disability paradigm for mild learning problems was tested by correlating the prevalence of subj…
Attributions of Academic Success and Failure: A Comparison of Six Asian-American Ethnic Groups
Causal attribution research has not systematically varied the levels or units analyzed. Therefore, generalizations are difficult to apply to diverse educational conditions and to members of an aggregated group like the Asian Americans. The present study varied level of analysis by contrasting the causal attributions between two outcomes (success and failure) and between two academic content areas (language arts/social studies and mathematics/scie…
Cross-Situation Variability of Attributions for Success and Failure: A Cross-Sectional Study
Although attributional research has attempted to explore general rules for causal beliefs, cross-situational variation has been ignored Because attributions can be argued to be related to self-concept, the findings of self-concept influences across academic contexts and age also may be replicated in parallel studies of attributional beliefs. This study compared cohorts on their attributions for success and failure in two school-subject content ar…
Additive-Bilingual (Immersion) Education: Cognitive and Language Development
The superior control of cognitive processing demonstrated by children in the early stages of additive bilingualism may enhance symbolic reasoning abilities. The developmental interdependence of LI and L2 may allow additive-bilingual children to maintain normal native-language development. This study examined the development of a Grade 2 additive-bilingual (Spanish-immersion) program class as compared to a monolingual classroom on measures of nonv…
Psychology (6 works) · Developmental psychology (5 works) · Sociology (4 works) · Attribution (2 works) · Career Development and Diversity (2 works) · Education, Achievement, and Giftedness (2 works) · Ethnic group (2 works) · Linguistics (2 works) · Political science (2 works) · Self-concept (2 works)