教育和培训部(DOET, 2010)指出，来自高社会经济(HSE)背景的学生与生活在低社会经济(LSE)社区和贫困地区的学生之间一直存在差距。多年来，这种差距已经缩小，但ACARA(北达科他州)指出，为了增加土著居民和托化海峡学生的平等机会，教育工作者必须适应日益多样化的学生群体的需求(DOET, 2010)。Devlin(2012)认为，每个学生都是个体，来自不同的文化背景和社会经济因素。大多数学生都希望被理解，他们希望自己认可的东西被别人认可(Devlin, et, al, 2012)。他们希望老师理解他们的个人生活，他们认为一个好老师是理解他们的人，在他们的生活中什么是重要的。对学生个人生活的了解将有助于教师激励和参与学生(ACARA, n.d.)。DOET(2012)指出，机构本身造成了僵化和不平等，期望变革的负担完全落在学生身上是不公平的。德夫林(2012)也指出,社会文化鸿沟可以弥补通过提供一个移情的教育社区,价值观和尊重所有的学生,包括多种方法全面、综合和协调的课程,包含了包容的学习环境和策略,使学生通过隐式的,明确的,侧重于伦敦政治经济学院学生的学习成果和成功。DOET(2010)指出，这可以通过花时间了解每个学生、他们的背景并尊重这一点来实现。交流、拥抱和融合多元化的学生将使他们的知识贡献给每个人的学习。灵活并提供多种教学和学习策略选择，同时坚持学术标准，教育工作者将为伦敦政治经济学院的学生提供平等发展的机会。澳大利亚政府2(2018)指出，通过将土著和托雷斯海峡岛民视角框架(EATSIPS)嵌入到学校和课堂社区中，可以创建一个强大的学校和社区文化。这可以通过建立影响学生参与和成果的教学方法和实践来实现(澳大利亚政府，2018年2期)。与此同时，创建一个“第三文化空间”使学校社区能够努力帮助土著和托雷斯海峡岛民的学生在他们的终生学习旅程中变得更强大和更聪明。
澳洲留学生assignment代写 教育和培训
The Department of Education and Training (DOET, 2010) state that there has always been a gap between students who come from high socio-economic (HSE) backgrounds and those who live in low socio-economic (LSE) communities and in poverty. This gap has reduced over the years, however to increase opportunity for Aboriginal and Torrens Strait students to have equal opportunities, as stated by ACARA (n.d.), educators are required to adapt to better fit the needs of an increasingly diverse student body (DOET, 2010). According to Devlin (2012), each student is individual and comes from a different background, culturally and with varying socio-economic factors. Most students want to be understood and they want the things they recognise in themselves to be recognised by others (Devlin, et, al, 2012). They want the teacher to understand their personal lives and they think a good teacher is someone who understands them and what is important in their lives. An understanding of a student’s personal life will help a teacher to motivate and engage the student (ACARA, n.d.). DOET (2012) states that the institutions themselves create inflexibility and inequality and that it is unfair to expect the burden of change to fall solely on students. Devlin (2012) also states that sociocultural gaps can be bridged by providing an empathic schooling community that values and respects all students, encompasses a wide approach that is comprehensive, integrated and coordinated through the curriculum, incorporates inclusive learning environments and strategies, empowers students by making the implicit, explicit, and focuses on LSE student learning outcomes and success. DOET (2010) states that this can be achieved through taking time to learn about each student, their background and respecting this. Communicating, embracing and integrating the diversity of students will enable contributions of their knowledge to everyone’s learning. Being flexible and offering a variety of choice or teaching and learning strategies, while upholding academic standards, the educator will provide and equal opportunity for LSE students to thrive. The Australian Government2 (2018) states that by embedding the Aboriginal and Torres Strait Islander Perspectives framework (EATSIPS) in to both the school and classroom communities, a strong school and community culture can be created. This can be achieved by creating pedagogy and practices that impact on student participation and outcomes (Australian Government2, 2018). Along with this, creating a ‘third cultural space’ allows a school community to work towards helping Aboriginal and Torres Strait Islander students to be stronger and smarter in their journey through lifelong learning.
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