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The road ahead for higher education is filled with challenges, risks and uncertainties that begin with education being valued as more than a simple commodity: education becomes a public good. Higher education is increasingly viewed as a major instrument of economic development. In order to hold universities accountable despite limited governmental budgets, many nations have adopted performance-based university research funding strategies for targeted programs.","internal_url":"https://www.academia.edu/112887620/Higher_Education_at_a_Crossroads","translated_internal_url":"","created_at":"2024-01-03T12:02:22.837-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7362876,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Higher_Education_at_a_Crossroads","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":7362876,"first_name":"Pamela","middle_initials":"A","last_name":"Lemoine","page_name":"PALemoine","domain_name":"troy","created_at":"2013-12-05T00:32:13.537-08:00","display_name":"Pamela A Lemoine","url":"https://troy.academia.edu/PALemoine"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":4986,"name":"Public Relations","url":"https://www.academia.edu/Documents/in/Public_Relations"},{"id":213350,"name":"Restructuring","url":"https://www.academia.edu/Documents/in/Restructuring"}],"urls":[{"id":38154863,"url":"https://doi.org/10.4018/978-1-7998-3438-0.ch056"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112887619"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/112887619/Immigrant_and_Refugee_Children_in_the_United_States"><img alt="Research paper thumbnail of Immigrant and Refugee Children in the United States" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112887619/Immigrant_and_Refugee_Children_in_the_United_States">Immigrant and Refugee Children in the United States</a></div><div class="wp-workCard_item"><span>IGI Global eBooks</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Since 2014 America has seen increasingly large numbers of poor, immigrant refugee children, often...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Since 2014 America has seen increasingly large numbers of poor, immigrant refugee children, often unaccompanied, arrive in the United States. By 2016, 26% of the 70 million children in the U.S. under 18 were immigrant children. States with high numbers of immigrants with children, many illegal and undocumented and often living in the care of non-family members, attend schools in the United States. In 1982, the Supreme Court in Plyler v. Doe recognized the right of all students, regardless of immigration status, to have a free public education affirming a state may not deny access to a basic public education to any child residing in the state whether present in the United States legally or otherwise. Educators face issues with under-resourced schools gaining increasing numbers of immigrant children of undocumented immigrants while there is a need to enhance opportunities for all students to learn.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112887619"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112887619"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112887619; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112887619]").text(description); $(".js-view-count[data-work-id=112887619]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112887619; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112887619']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 112887619, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112887619]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112887619,"title":"Immigrant and Refugee Children in the United States","translated_title":"","metadata":{"abstract":"Since 2014 America has seen increasingly large numbers of poor, immigrant refugee children, often unaccompanied, arrive in the United States. By 2016, 26% of the 70 million children in the U.S. under 18 were immigrant children. States with high numbers of immigrants with children, many illegal and undocumented and often living in the care of non-family members, attend schools in the United States. In 1982, the Supreme Court in Plyler v. Doe recognized the right of all students, regardless of immigration status, to have a free public education affirming a state may not deny access to a basic public education to any child residing in the state whether present in the United States legally or otherwise. Educators face issues with under-resourced schools gaining increasing numbers of immigrant children of undocumented immigrants while there is a need to enhance opportunities for all students to learn.","publisher":"IGI Global","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"IGI Global eBooks"},"translated_abstract":"Since 2014 America has seen increasingly large numbers of poor, immigrant refugee children, often unaccompanied, arrive in the United States. By 2016, 26% of the 70 million children in the U.S. under 18 were immigrant children. States with high numbers of immigrants with children, many illegal and undocumented and often living in the care of non-family members, attend schools in the United States. In 1982, the Supreme Court in Plyler v. Doe recognized the right of all students, regardless of immigration status, to have a free public education affirming a state may not deny access to a basic public education to any child residing in the state whether present in the United States legally or otherwise. Educators face issues with under-resourced schools gaining increasing numbers of immigrant children of undocumented immigrants while there is a need to enhance opportunities for all students to learn.","internal_url":"https://www.academia.edu/112887619/Immigrant_and_Refugee_Children_in_the_United_States","translated_internal_url":"","created_at":"2024-01-03T12:02:22.538-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7362876,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Immigrant_and_Refugee_Children_in_the_United_States","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":7362876,"first_name":"Pamela","middle_initials":"A","last_name":"Lemoine","page_name":"PALemoine","domain_name":"troy","created_at":"2013-12-05T00:32:13.537-08:00","display_name":"Pamela A Lemoine","url":"https://troy.academia.edu/PALemoine"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":3843,"name":"Immigration","url":"https://www.academia.edu/Documents/in/Immigration"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":96552,"name":"Refugee","url":"https://www.academia.edu/Documents/in/Refugee"}],"urls":[{"id":38154862,"url":"https://doi.org/10.4018/978-1-7998-1177-0.ch005"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112887618"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/112887618/The_Convergence_of_Divergent_Roads_Comparisons_of_China_and_U_S_School_Systems"><img alt="Research paper thumbnail of The Convergence of Divergent Roads: Comparisons of China and U.S. School Systems" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112887618/The_Convergence_of_Divergent_Roads_Comparisons_of_China_and_U_S_School_Systems">The Convergence of Divergent Roads: Comparisons of China and U.S. School Systems</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">IntroductionWhile American politicians are excoriating American education and moving to nationali...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">IntroductionWhile American politicians are excoriating American education and moving to nationalize learning through the Common Core States Standards Initiative, the Chinese government is quietly changing their nationalized curriculum (Yang &amp; Frick, 2007). The ultimate goal-build more creativity in Chinese students who are historically high performing in international assessments (Adams &amp; Sargenty, 2012). Chinese students outperform American peers on international tests in mathematics and literacy, but are purported not to be as creative, innovative, entrepreneurial and therefore do not produce as many inventions and patents (Chen, 2004; Dello-Iacovo, 2009; Xiao-jiang &amp; Xue-ting, 2012; Xu, 2007; Zhao, 2012).Educational reform is targeted in both the United States and China (Coppola &amp; Zhao, 2012; McKinsey Global Initiative, 2010). Chinese schools are heavily structured; less curricular structure is desired as Chinese students perform exceptionally academically but are less creative (Walker &amp; Qian, 2012). American schools are less structured with individual states, districts, and schools making curriculum decisions, but American students do not perform as well as peers on international assessments of learning (Kelly &amp; Turner, 2009). New federal policies driven by the Common Core States Initiative were designed to add more structured grade level curricula for American students in order to provide a workforce ready to compete in the global marketplace (Hanushek, Peterson, &amp; Woessman, 2012; U. S. Department of Education, 2011).Historically, the U.S. educational system has produced skilled high school and college graduates who positioned the American economy as the best in the world (Connelly &amp; Zheng, 2003). With American productivity falling, business and political leaders as well as foundations are frantically pushing educators to ensure that American students can be as innovative and competitive as they were in the 20th century (Advisory Commission on Measuring Innovation in the 21st Century Economy, 2008; U.S. Department of Commerce, 2012).In China, the degree of educational competition is increasingly severe and furious (Gu, 2006). However, the basic problems in education constitute a serious social issue which is subject to disparaging and acquisitive public commentary (Jin, 2005). However, the often hostile criticism of education is interconnected to inequalities, indiscriminate fees, and the largely unscientific examination systems that dominate Chinese education (Hui, Lee &amp; Rousseau, 2004). Providing education to the many segments of the Chinese population means confronting inequalities intensely engrained in history, culture and economic elements (Li, 2005).In recent years in China, there has been growing apprehension that examination competition has contaminated classroom teaching and learning and created a culture of competition that was detrimental to developing a global knowledge economy (Qi, 2007). These concerns spawned education reforms known as the New Curriculum (Xu, 2007). These reforms were intended to make students the center of teaching and learning. In addition, the reforms focused on transforming teaching and learning to foster creativity, innovation, collaboration, and self-expression (Xie, 2001). The continual implementation of reform policies has fostered a new outlook in Chinese schools but the continued reform applications have profoundly changed schools and caused great anxiety among teachers (Zhu &amp; Han, 2006).The Chinese government promotes a revised school curriculum reflecting a more complete approach to education known as suzhi jiaoyu (&quot;quality education&quot;) (Jia, 2006). The massive educational reforms place education in the Chinese historical, educational, social and economic framework which is not conducive to change (Curran, 2005). The implementation of the reforms is constrained by insufficient resources (financial and human), academic ambiguity and conformist opposition (Guan &amp; Meng, 2007). …</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112887618"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112887618"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112887618; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112887618]").text(description); $(".js-view-count[data-work-id=112887618]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112887618; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112887618']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 112887618, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112887618]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112887618,"title":"The Convergence of Divergent Roads: Comparisons of China and U.S. School Systems","translated_title":"","metadata":{"abstract":"IntroductionWhile American politicians are excoriating American education and moving to nationalize learning through the Common Core States Standards Initiative, the Chinese government is quietly changing their nationalized curriculum (Yang \u0026amp; Frick, 2007). The ultimate goal-build more creativity in Chinese students who are historically high performing in international assessments (Adams \u0026amp; Sargenty, 2012). Chinese students outperform American peers on international tests in mathematics and literacy, but are purported not to be as creative, innovative, entrepreneurial and therefore do not produce as many inventions and patents (Chen, 2004; Dello-Iacovo, 2009; Xiao-jiang \u0026amp; Xue-ting, 2012; Xu, 2007; Zhao, 2012).Educational reform is targeted in both the United States and China (Coppola \u0026amp; Zhao, 2012; McKinsey Global Initiative, 2010). Chinese schools are heavily structured; less curricular structure is desired as Chinese students perform exceptionally academically but are less creative (Walker \u0026amp; Qian, 2012). American schools are less structured with individual states, districts, and schools making curriculum decisions, but American students do not perform as well as peers on international assessments of learning (Kelly \u0026amp; Turner, 2009). New federal policies driven by the Common Core States Initiative were designed to add more structured grade level curricula for American students in order to provide a workforce ready to compete in the global marketplace (Hanushek, Peterson, \u0026amp; Woessman, 2012; U. S. Department of Education, 2011).Historically, the U.S. educational system has produced skilled high school and college graduates who positioned the American economy as the best in the world (Connelly \u0026amp; Zheng, 2003). 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The continual implementation of reform policies has fostered a new outlook in Chinese schools but the continued reform applications have profoundly changed schools and caused great anxiety among teachers (Zhu \u0026amp; Han, 2006).The Chinese government promotes a revised school curriculum reflecting a more complete approach to education known as suzhi jiaoyu (\u0026quot;quality education\u0026quot;) (Jia, 2006). The massive educational reforms place education in the Chinese historical, educational, social and economic framework which is not conducive to change (Curran, 2005). 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Chinese students outperform American peers on international tests in mathematics and literacy, but are purported not to be as creative, innovative, entrepreneurial and therefore do not produce as many inventions and patents (Chen, 2004; Dello-Iacovo, 2009; Xiao-jiang \u0026amp; Xue-ting, 2012; Xu, 2007; Zhao, 2012).Educational reform is targeted in both the United States and China (Coppola \u0026amp; Zhao, 2012; McKinsey Global Initiative, 2010). Chinese schools are heavily structured; less curricular structure is desired as Chinese students perform exceptionally academically but are less creative (Walker \u0026amp; Qian, 2012). American schools are less structured with individual states, districts, and schools making curriculum decisions, but American students do not perform as well as peers on international assessments of learning (Kelly \u0026amp; Turner, 2009). New federal policies driven by the Common Core States Initiative were designed to add more structured grade level curricula for American students in order to provide a workforce ready to compete in the global marketplace (Hanushek, Peterson, \u0026amp; Woessman, 2012; U. S. Department of Education, 2011).Historically, the U.S. educational system has produced skilled high school and college graduates who positioned the American economy as the best in the world (Connelly \u0026amp; Zheng, 2003). With American productivity falling, business and political leaders as well as foundations are frantically pushing educators to ensure that American students can be as innovative and competitive as they were in the 20th century (Advisory Commission on Measuring Innovation in the 21st Century Economy, 2008; U.S. Department of Commerce, 2012).In China, the degree of educational competition is increasingly severe and furious (Gu, 2006). However, the basic problems in education constitute a serious social issue which is subject to disparaging and acquisitive public commentary (Jin, 2005). However, the often hostile criticism of education is interconnected to inequalities, indiscriminate fees, and the largely unscientific examination systems that dominate Chinese education (Hui, Lee \u0026amp; Rousseau, 2004). Providing education to the many segments of the Chinese population means confronting inequalities intensely engrained in history, culture and economic elements (Li, 2005).In recent years in China, there has been growing apprehension that examination competition has contaminated classroom teaching and learning and created a culture of competition that was detrimental to developing a global knowledge economy (Qi, 2007). These concerns spawned education reforms known as the New Curriculum (Xu, 2007). These reforms were intended to make students the center of teaching and learning. In addition, the reforms focused on transforming teaching and learning to foster creativity, innovation, collaboration, and self-expression (Xie, 2001). The continual implementation of reform policies has fostered a new outlook in Chinese schools but the continued reform applications have profoundly changed schools and caused great anxiety among teachers (Zhu \u0026amp; Han, 2006).The Chinese government promotes a revised school curriculum reflecting a more complete approach to education known as suzhi jiaoyu (\u0026quot;quality education\u0026quot;) (Jia, 2006). The massive educational reforms place education in the Chinese historical, educational, social and economic framework which is not conducive to change (Curran, 2005). 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Teacher preparation programs historically have been contained on campus using face-to-face instruction. As the second decade of the twenty-first century unfolds, universities have adopted online learning in teacher preparation to accommodate the needs of a more diverse clientele. 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Distance learning enrollment in gl...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Increasing numbers of university students are studying online. Distance learning enrollment in global higher education has increased dramatically in the past two decades due to the ubiquity of technology, increasing diversification and globalization, and use of new advanced technology. The development of online learning programs has focused primarily on implementing educational technology to deliver academic content while enhancing the online learning experience. A significant element for the success of distance education programs is the provision of student support services that are appropriate to the unique needs of distance learners. Technology has facilitated this new era in global higher education making the utilization of technology essential to provide university support for online clients. 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In order to hold universities accountable despite limited governmental budgets, many nations have adopted performance-based university research funding strategies for targeted programs.","internal_url":"https://www.academia.edu/112887620/Higher_Education_at_a_Crossroads","translated_internal_url":"","created_at":"2024-01-03T12:02:22.837-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7362876,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Higher_Education_at_a_Crossroads","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":7362876,"first_name":"Pamela","middle_initials":"A","last_name":"Lemoine","page_name":"PALemoine","domain_name":"troy","created_at":"2013-12-05T00:32:13.537-08:00","display_name":"Pamela A Lemoine","url":"https://troy.academia.edu/PALemoine"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":4986,"name":"Public Relations","url":"https://www.academia.edu/Documents/in/Public_Relations"},{"id":213350,"name":"Restructuring","url":"https://www.academia.edu/Documents/in/Restructuring"}],"urls":[{"id":38154863,"url":"https://doi.org/10.4018/978-1-7998-3438-0.ch056"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112887619"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/112887619/Immigrant_and_Refugee_Children_in_the_United_States"><img alt="Research paper thumbnail of Immigrant and Refugee Children in the United States" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112887619/Immigrant_and_Refugee_Children_in_the_United_States">Immigrant and Refugee Children in the United States</a></div><div class="wp-workCard_item"><span>IGI Global eBooks</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Since 2014 America has seen increasingly large numbers of poor, immigrant refugee children, often...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Since 2014 America has seen increasingly large numbers of poor, immigrant refugee children, often unaccompanied, arrive in the United States. By 2016, 26% of the 70 million children in the U.S. under 18 were immigrant children. States with high numbers of immigrants with children, many illegal and undocumented and often living in the care of non-family members, attend schools in the United States. In 1982, the Supreme Court in Plyler v. Doe recognized the right of all students, regardless of immigration status, to have a free public education affirming a state may not deny access to a basic public education to any child residing in the state whether present in the United States legally or otherwise. Educators face issues with under-resourced schools gaining increasing numbers of immigrant children of undocumented immigrants while there is a need to enhance opportunities for all students to learn.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112887619"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112887619"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112887619; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112887619]").text(description); $(".js-view-count[data-work-id=112887619]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112887619; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112887619']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 112887619, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112887619]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112887619,"title":"Immigrant and Refugee Children in the United States","translated_title":"","metadata":{"abstract":"Since 2014 America has seen increasingly large numbers of poor, immigrant refugee children, often unaccompanied, arrive in the United States. By 2016, 26% of the 70 million children in the U.S. under 18 were immigrant children. States with high numbers of immigrants with children, many illegal and undocumented and often living in the care of non-family members, attend schools in the United States. In 1982, the Supreme Court in Plyler v. Doe recognized the right of all students, regardless of immigration status, to have a free public education affirming a state may not deny access to a basic public education to any child residing in the state whether present in the United States legally or otherwise. Educators face issues with under-resourced schools gaining increasing numbers of immigrant children of undocumented immigrants while there is a need to enhance opportunities for all students to learn.","publisher":"IGI Global","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"IGI Global eBooks"},"translated_abstract":"Since 2014 America has seen increasingly large numbers of poor, immigrant refugee children, often unaccompanied, arrive in the United States. By 2016, 26% of the 70 million children in the U.S. under 18 were immigrant children. States with high numbers of immigrants with children, many illegal and undocumented and often living in the care of non-family members, attend schools in the United States. In 1982, the Supreme Court in Plyler v. Doe recognized the right of all students, regardless of immigration status, to have a free public education affirming a state may not deny access to a basic public education to any child residing in the state whether present in the United States legally or otherwise. Educators face issues with under-resourced schools gaining increasing numbers of immigrant children of undocumented immigrants while there is a need to enhance opportunities for all students to learn.","internal_url":"https://www.academia.edu/112887619/Immigrant_and_Refugee_Children_in_the_United_States","translated_internal_url":"","created_at":"2024-01-03T12:02:22.538-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":7362876,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Immigrant_and_Refugee_Children_in_the_United_States","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":7362876,"first_name":"Pamela","middle_initials":"A","last_name":"Lemoine","page_name":"PALemoine","domain_name":"troy","created_at":"2013-12-05T00:32:13.537-08:00","display_name":"Pamela A Lemoine","url":"https://troy.academia.edu/PALemoine"},"attachments":[],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":3843,"name":"Immigration","url":"https://www.academia.edu/Documents/in/Immigration"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":96552,"name":"Refugee","url":"https://www.academia.edu/Documents/in/Refugee"}],"urls":[{"id":38154862,"url":"https://doi.org/10.4018/978-1-7998-1177-0.ch005"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112887618"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/112887618/The_Convergence_of_Divergent_Roads_Comparisons_of_China_and_U_S_School_Systems"><img alt="Research paper thumbnail of The Convergence of Divergent Roads: Comparisons of China and U.S. School Systems" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112887618/The_Convergence_of_Divergent_Roads_Comparisons_of_China_and_U_S_School_Systems">The Convergence of Divergent Roads: Comparisons of China and U.S. School Systems</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">IntroductionWhile American politicians are excoriating American education and moving to nationali...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">IntroductionWhile American politicians are excoriating American education and moving to nationalize learning through the Common Core States Standards Initiative, the Chinese government is quietly changing their nationalized curriculum (Yang &amp; Frick, 2007). The ultimate goal-build more creativity in Chinese students who are historically high performing in international assessments (Adams &amp; Sargenty, 2012). Chinese students outperform American peers on international tests in mathematics and literacy, but are purported not to be as creative, innovative, entrepreneurial and therefore do not produce as many inventions and patents (Chen, 2004; Dello-Iacovo, 2009; Xiao-jiang &amp; Xue-ting, 2012; Xu, 2007; Zhao, 2012).Educational reform is targeted in both the United States and China (Coppola &amp; Zhao, 2012; McKinsey Global Initiative, 2010). Chinese schools are heavily structured; less curricular structure is desired as Chinese students perform exceptionally academically but are less creative (Walker &amp; Qian, 2012). American schools are less structured with individual states, districts, and schools making curriculum decisions, but American students do not perform as well as peers on international assessments of learning (Kelly &amp; Turner, 2009). New federal policies driven by the Common Core States Initiative were designed to add more structured grade level curricula for American students in order to provide a workforce ready to compete in the global marketplace (Hanushek, Peterson, &amp; Woessman, 2012; U. S. Department of Education, 2011).Historically, the U.S. educational system has produced skilled high school and college graduates who positioned the American economy as the best in the world (Connelly &amp; Zheng, 2003). With American productivity falling, business and political leaders as well as foundations are frantically pushing educators to ensure that American students can be as innovative and competitive as they were in the 20th century (Advisory Commission on Measuring Innovation in the 21st Century Economy, 2008; U.S. Department of Commerce, 2012).In China, the degree of educational competition is increasingly severe and furious (Gu, 2006). However, the basic problems in education constitute a serious social issue which is subject to disparaging and acquisitive public commentary (Jin, 2005). However, the often hostile criticism of education is interconnected to inequalities, indiscriminate fees, and the largely unscientific examination systems that dominate Chinese education (Hui, Lee &amp; Rousseau, 2004). Providing education to the many segments of the Chinese population means confronting inequalities intensely engrained in history, culture and economic elements (Li, 2005).In recent years in China, there has been growing apprehension that examination competition has contaminated classroom teaching and learning and created a culture of competition that was detrimental to developing a global knowledge economy (Qi, 2007). These concerns spawned education reforms known as the New Curriculum (Xu, 2007). These reforms were intended to make students the center of teaching and learning. In addition, the reforms focused on transforming teaching and learning to foster creativity, innovation, collaboration, and self-expression (Xie, 2001). The continual implementation of reform policies has fostered a new outlook in Chinese schools but the continued reform applications have profoundly changed schools and caused great anxiety among teachers (Zhu &amp; Han, 2006).The Chinese government promotes a revised school curriculum reflecting a more complete approach to education known as suzhi jiaoyu (&quot;quality education&quot;) (Jia, 2006). The massive educational reforms place education in the Chinese historical, educational, social and economic framework which is not conducive to change (Curran, 2005). The implementation of the reforms is constrained by insufficient resources (financial and human), academic ambiguity and conformist opposition (Guan &amp; Meng, 2007). …</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112887618"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112887618"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112887618; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112887618]").text(description); $(".js-view-count[data-work-id=112887618]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112887618; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112887618']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 112887618, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112887618]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112887618,"title":"The Convergence of Divergent Roads: Comparisons of China and U.S. School Systems","translated_title":"","metadata":{"abstract":"IntroductionWhile American politicians are excoriating American education and moving to nationalize learning through the Common Core States Standards Initiative, the Chinese government is quietly changing their nationalized curriculum (Yang \u0026amp; Frick, 2007). The ultimate goal-build more creativity in Chinese students who are historically high performing in international assessments (Adams \u0026amp; Sargenty, 2012). Chinese students outperform American peers on international tests in mathematics and literacy, but are purported not to be as creative, innovative, entrepreneurial and therefore do not produce as many inventions and patents (Chen, 2004; Dello-Iacovo, 2009; Xiao-jiang \u0026amp; Xue-ting, 2012; Xu, 2007; Zhao, 2012).Educational reform is targeted in both the United States and China (Coppola \u0026amp; Zhao, 2012; McKinsey Global Initiative, 2010). Chinese schools are heavily structured; less curricular structure is desired as Chinese students perform exceptionally academically but are less creative (Walker \u0026amp; Qian, 2012). American schools are less structured with individual states, districts, and schools making curriculum decisions, but American students do not perform as well as peers on international assessments of learning (Kelly \u0026amp; Turner, 2009). New federal policies driven by the Common Core States Initiative were designed to add more structured grade level curricula for American students in order to provide a workforce ready to compete in the global marketplace (Hanushek, Peterson, \u0026amp; Woessman, 2012; U. S. Department of Education, 2011).Historically, the U.S. educational system has produced skilled high school and college graduates who positioned the American economy as the best in the world (Connelly \u0026amp; Zheng, 2003). 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Chinese students outperform American peers on international tests in mathematics and literacy, but are purported not to be as creative, innovative, entrepreneurial and therefore do not produce as many inventions and patents (Chen, 2004; Dello-Iacovo, 2009; Xiao-jiang \u0026amp; Xue-ting, 2012; Xu, 2007; Zhao, 2012).Educational reform is targeted in both the United States and China (Coppola \u0026amp; Zhao, 2012; McKinsey Global Initiative, 2010). Chinese schools are heavily structured; less curricular structure is desired as Chinese students perform exceptionally academically but are less creative (Walker \u0026amp; Qian, 2012). American schools are less structured with individual states, districts, and schools making curriculum decisions, but American students do not perform as well as peers on international assessments of learning (Kelly \u0026amp; Turner, 2009). New federal policies driven by the Common Core States Initiative were designed to add more structured grade level curricula for American students in order to provide a workforce ready to compete in the global marketplace (Hanushek, Peterson, \u0026amp; Woessman, 2012; U. S. Department of Education, 2011).Historically, the U.S. educational system has produced skilled high school and college graduates who positioned the American economy as the best in the world (Connelly \u0026amp; Zheng, 2003). With American productivity falling, business and political leaders as well as foundations are frantically pushing educators to ensure that American students can be as innovative and competitive as they were in the 20th century (Advisory Commission on Measuring Innovation in the 21st Century Economy, 2008; U.S. Department of Commerce, 2012).In China, the degree of educational competition is increasingly severe and furious (Gu, 2006). However, the basic problems in education constitute a serious social issue which is subject to disparaging and acquisitive public commentary (Jin, 2005). However, the often hostile criticism of education is interconnected to inequalities, indiscriminate fees, and the largely unscientific examination systems that dominate Chinese education (Hui, Lee \u0026amp; Rousseau, 2004). Providing education to the many segments of the Chinese population means confronting inequalities intensely engrained in history, culture and economic elements (Li, 2005).In recent years in China, there has been growing apprehension that examination competition has contaminated classroom teaching and learning and created a culture of competition that was detrimental to developing a global knowledge economy (Qi, 2007). These concerns spawned education reforms known as the New Curriculum (Xu, 2007). These reforms were intended to make students the center of teaching and learning. In addition, the reforms focused on transforming teaching and learning to foster creativity, innovation, collaboration, and self-expression (Xie, 2001). The continual implementation of reform policies has fostered a new outlook in Chinese schools but the continued reform applications have profoundly changed schools and caused great anxiety among teachers (Zhu \u0026amp; Han, 2006).The Chinese government promotes a revised school curriculum reflecting a more complete approach to education known as suzhi jiaoyu (\u0026quot;quality education\u0026quot;) (Jia, 2006). The massive educational reforms place education in the Chinese historical, educational, social and economic framework which is not conducive to change (Curran, 2005). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112887607"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/112887607/Technology_and_Learning"><img alt="Research paper thumbnail of Technology and Learning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/112887607/Technology_and_Learning">Technology and Learning</a></div><div class="wp-workCard_item"><span>Advances in higher education and professional development book series</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter presents innovation and change in university preparation of teachers requires acquis...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter presents innovation and change in university preparation of teachers requires acquisition of technological pedagogy in response to the demands of a knowledge economy where students are engaged in technology implementation in a constantly changing world. 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