出版社：Australian Institutes for Educational Research
摘要：This study aimed to develop a model for how teachers can better facilitate learning byeconomically disadvantaged or low income students. Grounded on the contextual,personal, and relational dimensions of the academic experience of financially-challengedteacher education students, this study designed and developed a model of pedagogicalstrategies that are better for meeting these students' needs. With the central question“How can we better facilitate the learning of students living in poverty?”, a series offocus-group discussions was conducted with a select group of university faculty withexperience in teaching low income college students. Findings from the content analysisidentified six core pedagogical strategies. These findings shaped the design of thecontext-sensitive and responsive model of pedagogical strategies for low incomestudents. Implications of the model for teachers, educators and governments areoutlined.
