NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1010231
Record Type: Journal
Publication Date: 2013
Pages: 24
Abstractor: As Provided
Reference Count: 124
ISSN: ISSN-0300-4430
Making the Quiet Population of Internationally Adopted Children Heard through Well-Informed Teacher Preparation
Baker, Fiona S.
Early Child Development and Care, v183 n2 p223-246 2013
A challenge of today's teacher preparation programmes is to educate teachers about families formed through international adoption and of the challenges they face, in order to meet their educational needs. This population has a unique developmental history affected by pre- and post-adoption conditions which stand to impact on learning experiences at school, yet this population is rarely mentioned in textbooks and discussed in teacher preparation programmes. It is of concern that teachers may only bring the knowledge they have acquired through life experience to their classrooms. As thousands of children have been adopted into developed nations, it is crucial for teachers to understand the educational challenges of this population and have access to current research to inform practice. This paper aims to highlight key differences that international adoptees bring to the classroom through a review of contemporary research, and subsequent discussion of the possible implications for teacher preparation programmes.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A