English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Little is known about how teachers learn about the adoptive status or background of their students, or how they use this information. This mixed-methods study examined U.S. teachers’ experiences with obtaining and using information about children’s adoptive status and background. Data were gathered via an online survey. Respondents were 207 K-12 teachers, paraprofessionals, and other school professionals. Teachers most often learned a child was adopted from the child themselves, followed by the parents. Sometimes they learned the information in the context of a child’s emotional/behavioral difficulties or their specialized education plan. Almost half had wanted to know more about a child’s adoptive status or history but were unsure of how or who to ask. Findings have implications for teachers, school support staff, and adoptive families.

What Do Teachers Know about Adoptive Families, and How Do They Use It to Serve Adopted Children?