摘要：In New Zealand, many children are adopted from Eastern European countries. At present, many researchers are concerned with possible negative outcomes of internationally-adopted children largely due to early and/or prolonged institutionalisation, including developmental delays that stand to influence the children’s schooling experiences. However, little is known about children's interactions in schools or with teachers. This study investigates academic aspects and school life of adoptees from teachers’ perspective in a New Zealand context, adding to the dearth of knowledge, and to serve as a platform for future adoption studies.
关键词：Sociology; Psychology; Cultural Studies;Family Studies; Education;doption; Adoption Triangle; Adoption Quadrangle; Adoptee; Natural or Birth Mother; Natural or Birth Father; Adoptive Parents; Parenthood; Inter-country Adoption; teachers
