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Архитектура. Градостроительство.
Наименование:

When Schools Have Discretion, Do They Overidentify Students as LEP?. An Econometric Analysis of How Incentives and Constraints Affect the Identification of Limited English Proficient (LEP) Students

Формат:      Страниц 60
     мягкая обложка
Автор:
Timothy S. D.    
Издательство:
Книга по Требованию    
Год:2010
Цена:
2008 руб
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Much of this increase is driven by a similar increase in the percentage of school-enrolled, school-aged children who spoke a foreign language at home over that time period. I control for Census-based measures of the percentage of students who speak a foreign language at home, state fixed effects, and time fixed effects. Limited English Proficiency (LEP) rates among students in public schools grew by nearly 50% between 1991 and 2005. Thus, schools may overidentify students to maximize their funding. However, school districts also receive increased funding when they identify a student as LEP and there is no one definition of what makes a student LEP. In this study, to determine if overidentification occurs, I use variation across states and within states over time in the discretion that schools have to identify LEP students. Previous researchers have found that fiscal incentives lead to higher rates of special education identification, but there is no prior evidence on LEP identification. My estimates suggest that schools with discretion overidentify students by as much as 2 percent.
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Лингвострановедение
Можно привести примеров из области “Образование”, “Просвещение”, доказывающих данное положение. Так например, если задать вопрос студенту англичанину: “На что вы истратили свою стипендию?” - то этот вопрос покажется довольно странным, так как стипендия для британского студента - это не денежное пособие, которое выдается на руки, а деньги, которые перечисляются на образование, входят в состав оплаты за обучение. Таким образом, данная фраза для британского студента будет лишена смысла: имеет место явление лингвострановедческой интерференции, которое применительно к системе английского образования было успешно раскрыто и проанализировано Ю.Ю.Дешериевой. ( ) Полученные ей экспериментальные данные наглядно показывают, каким образом привычные представления британских студентов об английской действительности переносятся на русскую действительность. Так, например, испытуемым было дано задание закончить ряд фраз на русском языке, значение которых было им вполне понятно и определялось темой “Образование, обучение”. Начало предложения : Конец предложения: - Советский школьник в s udy a school жаркий июльский день - Учащиеся 5а отличаются hey`re cleverer a d more от учащихся 5б тем, что i ellec ual - Во время перемены o go home a d have ученик может a di er Полученные результаты наглядно рассказывают, то, что испытуемые, недостаточно знакомы с русской системой образования, в процессе эксперимента отождествляли полностью лексическое понятие и лексический фон слов своей языковой системы (сlass, s ream, break) со словами русского языка.


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