Making the Quiet Population of Internationally Adopted Children Heard through Well-Informed Teacher Preparation

Autor/in	Baker, Fiona S.
Titel	Making the Quiet Population of Internationally Adopted Children Heard through Well-Informed Teacher Preparation
Quelle	In: Early Child Development and Care, 183 (2013) 2, S.223-246 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.669757
Schlagwörter	Adoption; Foreign Countries; Student Needs; Child Development; Teacher Education Programs; Knowledge Level; Teacher Competencies; Teacher Attitudes; Environmental Influences; Limited English Speaking; Second Language Learning; Language Acquisition; Language Skills; Language Impairments; Student Evaluation; Evaluation Methods; Language Usage; Age Differences; Developmental Delays; Behavior Problems; Special Needs Students; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Ausland; Kindesentwicklung; Wissensbasis; Lehrkunst; Lehrerverhalten; Environmental influence; Umwelteinfluss; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Schulnote; Studentische Bewertung; Sprachgebrauch; Age; Difference; Age difference; Altersunterschied; Entwicklungsverzögerung; Sonderpädagogischer Förderbedarf; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10