澳洲护理学代写论文：资优教育
澳大利亚政府选择了所有的中学，并且没有相当于小学的资优教育。澳大利亚有地理上孤立的资优学生，各学校不能提供具体的科目。提供给有天赋和有天赋的学生的规定的质量因学校而异(惠顿，2006)。它取决于原则的态度，学校的工作人员，培训的数量和在教育中对有天赋的学生的PD。天赋被看作是一种动态而不是静态的概念。因此，课堂教师对天才学生的学习、采用和发展能力的影响最为显著。
澳洲护理学代写论文：资优教育
态度和行为之间的关系是复杂的，而且总是不一致的。对资优教育的消极态度导致歧视行为，尤其是当一群教师存在消极态度时(McCann, 2005)。在澳大利亚当前的教学实践中，教师对资优教育的消极态度和资源的缺乏对资优教育产生了负面影响。缺乏适当的训练和信心，神话，反精英的信念，关于天才的教育和有天赋的学生是导致老师对天才教育的消极态度的主要原因。澳大利亚政府设立的许多委员会和机构都建议对天才教育系统进行改革。
澳洲护理学代写论文：资优教育
The Australian government selects all secondary schools, and there is no equivalent to primary schools for gifted education. There are geographically isolated gifted students in Australia and various schools which are not able to offer specific subjects. The quality of provision offered to gifted and talented students varies from school to school (Whitton, 2006). It depends upon the attitudes of principles, staffs of schools, the amount of training and PD in education for gifted students. Giftedness saw as a dynamic instead of a static concept like before. Therefore, the classroom teachers have the most significant influence on the ability of learning, adopting and development of the gifted students.
澳洲护理学代写论文：资优教育
The relationship between the attitudes and behaviour is complex, as well as always not consistent. A negative attitude to gifted education cam cause discriminatory behaviour particularly when negative attitude exists within a group of teachers (McCann, 2005). On the current pedagogical practice in Australia, negative attitude of teachers towards gifted education and a lack of resources are negatively affecting the gifted education. Lack of proper training and confidence, myths, anti-elitist beliefs regarding the gifted education and gifted students are major causes behind the negative attitudes of the teachers towards gifted education. Many committees and agencies set up by the Australian government have suggested reforms in the gifted education system.