论文代写：澳大利亚的资优教育体系
澳大利亚有成千上万的政府，非政府和非盈利资优教育机构。主要的资优教育服务机构是由新南威尔士大学主办的澳大利亚资优教育协会和资优家庭支持小组。它是澳大利亚资优教育的国家机构，专注于澳大利亚人的天赋和才能（Giuliano，2006）。 AAEGT的基础是由一个全国资优教育论坛的需求所驱动的，该资源教育支持全国的宣传和网络，同时保持准确的信息。除了AAEGT之外，全国还有不同的资优教育服务机构来帮助资优教育和资优学生。
论文代写：澳大利亚的资优教育体系
如今，澳大利亚的资优教育体系更多地以教育，心理学研究，思考反思，精心策划和严密监控为基础。澳大利亚所有的州和地区政府现在都有正式的，有文件证明的资优教育政策，并且有效地执行这些政策。继澳大利亚联邦政府设立的委员会的调查结果和建议之后，全国的资优教育体系在过去的几十年中进行了重组。尽管过去作出了努力，但澳大利亚资优教育仍有相当多的需要改进（Johnsen，2013）。关于澳大利亚天才教育的缺失和失误，例如少数资优教育规定质量低下，许多资优学生成绩不佳，很多学校辍学率高，许多校长和教师不愿意承认有天赋的教育，不合适教师教育等。
论文代写：澳大利亚的资优教育体系
There are hundreds and thousands of government, nongovernment and non-profit gifted education institutes in Australia. The main gifted education service institute is the Australian Association for the Education of the Gifted and Talented hosted by the University of New South Wales, and the Gifted Families Support Group. It is the national body for gifted education in Australia which focuses on Australians with gift and talent (Giuliano, 2006). The foundation of AAEGT was driven by the needs for a national forum for gifted education that supports advocacy and networks across the nation while maintaining accurate information. Apart from the AAEGT, there are different gifted education service institutes across the country to help the gifted education and gifted students.
论文代写：澳大利亚的资优教育体系
Nowadays, the gifted education system of Australia is more grounded in educational, psychological research, reflective in thinking, carefully planned and closely monitored. All the states and territory governments in Australia now have a formal and documented gifted education policy, as well as are effective in implementing the policies. Following the findings and the recommendations of the committee set up by the federal government of Australia, the gifted education system throughout the country has been restructured over the past decades. In spite of the efforts made in the past, there are still considerable areas for improvement in gifted education in Australia (Johnsen, 2013). The lacks and lapses regarding the gifted education in Australia are such as low quality of the few gifted education provisions, underachievement of many gifted students, a high rate of school dropout, the unwillingness of many school principals and teachers in acknowledging the gifted education, inappropriate teacher education, etc.
