A comparison of adult learning styles in the United States and France.
Written in 2009; 6,613 words; 24 sources; APA; $ 151.95
Paper Summary:
This paper looks at how researchers such as Geert Hofstede and educational theorists such as David Kolb have provided a useful framework in which to discern and respond to cross-cultural differences in learning styles. In particular, It uses a critical review of the relevant peer-reviewed and scholarly literature concerning Hofstede, Kolb and others to identify discrete cross-cultural differences and similarities between adult learning styles in France and the United States today. A summary of the research, salient findings and recommendations for educators and policymakers alike are provided in the concluding chapter.
Outline:
Abstract
Chapter 1: Introduction
Statement of the Problem
Research Questions and Hypothesis
Importance of Study
Rationale of Study
Overview of Study
Chapter 2: Review of Related Literature
Chapter 3: Data Analysis Chapter 4: Summary, Conclusions and Recommendations
From the Paper:
"Both the U.S. and France enjoy a virtual 100 percent level of literacy, but the similarities largely end there. Indeed, the purpose and function of the public schools in these two countries have been shaped by their respective national cultures and, increasingly, the harsh economic realities of the 21st century. For example, in his book, Lifelong Learning in Action, Longworth (2002) reports that, "In France, there is a long tradition of parental responsibility for the cultural development of their own children. They tend to respect the traditions and disciplines of the school as a quid pro quo for their own involvement at home, and rarely do they question the authority of the head and staff" (p. 151). Despite this level of mutual respect, much has changed in recent years as the French social contract has been strained to its limits. As Longworth advises, "This situation is gradually breaking down under the pressures of modern living, the increasing irrelevance of a rigidly applied and measured school curriculum and family breakdown" (p. 151). "
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