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The negative implications of low-socio economic education

The negative implications of low-socio economic education. Jaimi Byma 3847725. Timor-Leste. My inquiry.

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The negative implications of low-socio economic education

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  1. The negative implications of low-socio economic education Jaimi Byma 3847725 Timor-Leste

  2. My inquiry Described:- to research the advantage and disadvantage of socio-economic status in education. To identify the issue with diverse learner needs not being met due to poor resources and education Explained:- After teaching in East Timor during June and July, it was established that the economic status of the country negatively impacted students ability to learn and develop effectively Theorised:- Research highlights the importance of relevant resources and materials such as text books which relate to the learner. Changed:- Irrespective of socio-economic status, children should have the opportunity to learn

  3. PoLT principle 3 Students’ needs, backgrounds, perspectives and interests are reflected in the program 3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students 3.2 uses a range of strategies that support the different ways of thinking and learning 3.3 builds on students' prior experiences, knowledge and skills 3.4 capitalises on students' experience of a technology rich world.

  4. Students’ needs Learner diversity comprises of an array of categories, ranging from socio-economic status, gender, ethnic background, and learning difficulties. In a typical classroom, many of these aspects of diversity would be represented; having the ability to cater to these diversities is something that Western teachers are growing familiar with. In a developing country where education is still in its foundation stages, how are teachers able to understand and support learner diversity in the classroom? Teacher absence and lack of qualification contribute to the lack of differentiation and support

  5. Students’ hearing that 28 Novembro would be closed for the rest of the week

  6. Students’ Backgrounds In Western society, teachers often develop strategies to support students from disadvantaged backgrounds: loaning equipment, free lunch, one-on-one tutorials. However, in a society where every student faces these incredible daily challenges, it would appear close to impossible to provide extra aid to these students. There are inherent differences between disadvantaged students in Australia and Timor-Leste.

  7. Students’ perspectives and interests Motivation is established when people ‘see that what they are learning makes sense and is important according to their values and perspectives.’ Ginsberg (2005, pp. 221) ‘Students must be able to use their own social and cultural thinking processes to make sense of any new knowledge,’ Oakes and Lipton (2003, pp. 84). Few resources in Timor-Leste means texts hold no relevance to students in Timor-Leste; they allude to unrelated issues such as, teenage pressures, shopping, going to the movies, or dancing.

  8. The united nations. Jargon or relevant?

  9. Conclusion ‘The challenge is made more difficult when resources are not made sufficiently available.’ Patricio, (2009, pp. 2) A lack of resources reduces the quality of the education Limited funding means that students are using outdated irrelevant materials A deficiency in tertiary education implies that teachers have not developed strategies to support the diverse needs of students Funding and tertiary support will improve the education in Timor-Leste

  10. Bibliography Ginsberg, M. B. (2005). Cultural diversity, motivation and differentiation. Theory into Practice, 44(3), 218-225 Oakes, J and Lipton, M. (2003). Teaching to Change the World. Boston: McGraw Hill. – Learning is Social and Cultural Chapter 3. Patricio, S. (2009). English as the needs of students of a public university in Timor-Leste. Paper presented at ‘Teacher education crossing borders: Cultures, contexts, communities and curriculum’ the annual conference of the Australian Teacher Education Association (ATEA), Albury, 28 June- 1 July. Ramsey, N. J. (2005). Teaching effectively in racially and culturally diverse classrooms. Teaching Theology and Religion 8(1). 18-23. Principles of Learning and Teaching P-12, (2009). Retrieved July 16, 2012, from http://www.education.vic.gov.au/studentlearning/teachingprinciples/principles/unpacked.htm#anchor_three

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