Learning under conditions of hierarchy and discipline: the case of the German Army, 1939–1940

Visser, Max

doi:10.1007/s11519-008-0031-7

Cited by 28 publications

(24 citation statements)

References 30 publications

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“…Attitude is one of the affective factors that influence language learning (Visser, 2008). It is defined as "an individual's disposition to respond favorably or unfavorably to an object, person, institution, or event" (Ajzen, 1989: 241).…”

Section: Attitudementioning

confidence: 99%

The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement

Kassem¹

2018

ELT

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This study explored the relative effect of student- and teacher-centered instruction on EFL freshmen’s affect (anxiety, motivation, attitude, autonomy, self-efficacy and beliefs about English and its learning) and achievement. Two classes of English department freshmen at Shaqra University, KSA participated in the study. Students in the two classes completed a questionnaire probing the target affective variables. An independent t-test proved that the two classes were homogenous in affective variables before the treatment. The treatment class was taught according to student-centered instruction for an academic year. The control class was taught the same courses according to the conventional teacher-centered instruction. The students completed the questionnaire probing their affect. A composite mark of final exam marks of three courses was used as an index of achievement. Analyses of independent sample t-test proved that the treatment class outperformed the control class in all affective variables (except for instrumental motivation) and achievement.

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Section: Attitudementioning

confidence: 99%

The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement

Kassem¹

2018

ELT

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“…It seems that attitudes are of a great importance to language teachers and learners in that they are inseparable from study. Visser (2008) declares that the significance of attitude is due to its influence on language performance.…”

Section: Introductionmentioning

confidence: 99%

Attitude towards Foreign Language, Corrective Feedback, and Oral Accuracy

Darabad¹

2013

IJL

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This study examined the effect of two types of corrective feedback (prompts and recasts) on oral accuracy of 120 Iranian elementary female EFL participants (15-20 years old) considering their attitudes towards foreign language as having positive or negative attitudes measured by the Attitude/Motivation Test Battery (AMTB) (1985). We used the Key English Test 2 (KET) (2003) as a placement test. Of these participants, based on the scores taken from placement test and AMTB, 60 participants (30 +attitude "+A" and 30 -attitude "-A" participants) were selected and randomly assigned into three groups (prompt, recast, and control groups) each of them containing 20 +A and -A members. The study followed placement test, AMTB, pre-test, treatment sessions, immediate post-test, and delayed post-test design. A mixed between-within subjects analysis of variance (SPANOVA) was conducted to assess the impact of the two different interventions (prompts, recasts) on participants scores on oral accuracy, across three time periods (pre-intervention, post-intervention, three weeks follow-up). There was a statistically significant interaction between program types (corrective feedback) and the time, and also a substantial main effect for that, with both groups showing an increase on the scores of oral accuracy across three time periods. The main effect comparing the two types of intervention was statistically significant suggesting a significant difference in the effectiveness of the two teaching approaches showing the superiority of prompts over recasts in post-tests. In the meantime, the results didn't show any interaction between attitudes and feedback conditions in terms of target language accuracy.

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“…These frontline PSOs will have to excel in the detection and correction of errors and problems in policy implementation, in reflecting on and inquiring into the effects of policy experiments, and in flexibly adapting policies in response to that. To achieve this, four requirements are needed in such frontline PSOs (Van Grinsven & Visser, 2011;Visser, 2008;Wilson, 1989): (1) Empowerment: Frontline employees should have as much room as possible for independent decision-making, problem solving, and initiative taking. Managers should be open to these new ideas and initiatives by frontline employees, and they should have an enabling and motivating attitude, as opposed to a more coercive and controlling attitude.…”

Section: Conclusion and Discussion: Toward A Post-npm Public Sector?mentioning

confidence: 99%

Management Control, Accountability, and Learning in Public Sector Organizations: A Critical Analysis

Visser¹

2016

Studies in Public and Non-Profit Governance

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Purpose À In the past decades, Dutch public sector organizations (PSOs) have been encouraged to become more "business-like" in their internal control and accountability processes, following a more general trend toward New Public Management (NPM) in Western societies. However, in the Netherlands, this trend has met with increasing resistance and discontent among public sector professionals. In this chapter, a framework is developed that enables these public sector professionals themselves to discuss and reflect on their internal control and accountability processes, and possibly to effect changes in it.Methodology/approach À The chapter contains a critical analysis of existing research on management control, accountability, and learning in PSOs and describes a reflection and discussion session with a group of Findings À It is argued that, generally speaking, the "business-like" approach of NPM does not appear appropriate for most public sector activities and may even negatively affect accountability and learning in PSOs.Social implications À The chapter critically assesses the impact of NPM on PSOs and provides an alternative to NPM in the form of experimentalist governance, with possible positive implications for the effectiveness of public sector activities.Originality/value À This chapter is among the first to adapt a framework, developed for scientific and descriptive use, for more practical and prescriptive purposes, that is, as an instrument for public sector professionals to discuss and reflect on their internal control and accountability processes.

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Learning under conditions of hierarchy and discipline: the case of the German Army, 1939–1940

Cited by 28 publications

References 30 publications

The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement

The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement

Attitude towards Foreign Language, Corrective Feedback, and Oral Accuracy

Management Control, Accountability, and Learning in Public Sector Organizations: A Critical Analysis

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