In practice: The Carolinian's Creed

While other campuses are instituting speech and conduct codes to address tensions among their students, the University of South Carolina is taking a very different approach. That institution's vice president for student affairs explains what inspired them to create the creed reproduced in this issue and the effect it is having on students and everyone on campus.* Readers who would like additional information about the creed (reprinted here) should contact Jim Doran, director of advancement (jdoran@sc.edu), or Jerry Crotty, associate director for student development (jcrotty@sc.edu), both at the University of South Carolina, Columbia.     

In practice: The Puente Project

The Puente Project is helping a strikingly high percentage of first-generation students complete community college and successfully transfer to and graduate from four-year institutions. Here the codirectors of the project describe how it started, how it works, and its tangible outcomes.     

The role of practice in chess: A longitudinal study

We investigated the role of practice in the acquisition of chess expertise by submitting a questionnaire to 104 players of different skill levels. Players had to report their chess rating, the number of hours of individual and group practice, their use of different learning resources and activities, and whether they had been trained by a coach. The use of archival data enabled us to track the rating of some of the players throughout their career. We found that there was a strong correlation between chess skill and number of hours of practice. Moreover, group practice was a better predictor of high-level performance than individual practice. We also found that masters had a higher chess rating than expert players after only three years of serious dedication to chess, although there were no differences in the number of hours of practice. The difference that may explain the variation in rating is that masters start practising at an earlier age than experts. Finally, we found that activities such as reading books and using computer software (game databases, but not playing programs) were important for the development of high-level performance. Together with previous data and theories of expert performance, our results indicate limits in the deliberate practice framework and make suggestions on how best to carry out learning in chess and in other fields.     

教师专业化:困境与希望

本文从教师专业化的基本标准,审视我国当前教师专业化的困境.     

The role of attention in expert classroom practice

In this paper we outline a new theoretical model of expert practice that identifies the importance of attentional skills. We report on a small-scale pilot study of the classroom practice of experienced teachers of mathematics based on this model, through which a method of articulating aspects of classroom practice has been developed. This study took place in England, where current policy in teacher education places considerable emphasis on lesson planning. Our study raises issues about the relationships between the different kinds of knowledge that we see as constituting expert practice.     

In practice: The business of doing good: A creative collaboration

Matt Matsuda and David Williams report on a successful collaboration between academic and student services that resulted in a Rutgers University Byrne Seminar on social entrepreneurship.     

The role of test hope and hopelessness in self-regulated learning: Relations between volitional strategies,cognitive appraisals and academic achievement

The aim of this study was to examine the relationships amongst students' test emotions of hope and hopelessness, their antecedents of cognitive control and value appraisals and volitional strategies during learning, as well as their effects on academic achievement in the domain of mathematics, using the control–value theoretical framework. Sample consisted of 365 Croatian high school students. Correlational and structural equation analysis substantiated the assumptions concerning the relationships between test emotions, cognitive appraisals, volitional strategies and academic achievement. The results showed that cognitive appraisals partially mediate the relationship between volitional strategies and test emotions, and, further, that hopelessness play a partially mediating role in the relationship between volitional strategies and academic achievement. These findings once again emphasise the complex dynamics of cognitive, emotional and behavioural components of a self-regulated learning process.     

In practice: Harvard houses: The value of the tutorial system

Harvard University's residential colleges—living‐learning communities where faculty, graduate students, and academic professionals live alongside undergraduates—provide unparalleled support by integrating the academic with the everyday.     

The role of school websites in career development practice

The use of technology is well-established in teaching curricula and as a tool for educators in secondary schools in New Zealand. Within their career practice in schools, practitioners are regularly using web-based technologies. However, most career practitioners are unlikely to participate in the process of establishing and maintaining school websites, and in particular the career-related content. The perceived relevance of school websites can therefore vary for practitioners, especially where various practice settings are considered.     

In practice: Engaging men in violence prevention

The University of South Carolina offers an innovative academic course about men's roles in violence prevention. Learn how Changing Carolina has successfully changed students' views on men, violence, and prevention.     

Knowledge development and restructuring in the domain of medicine: The role of theory and practice

How does the knowledge of the medical student, clerk, intern, and registrar develop and how do formal and informal, classroom and experiential learning contribute to this process? These questions were investigated in two experiments, focusing on knowledge restructuring rather than knowledge acquisition. The experiments showed that practical experience plays an important role in knowledge restructuring. The process was, however, not as continuous as was expected. Notably, advanced students appeared to have considerable knowledge about conditions in patients and their environments that can predispose to disease. However, they rarely applied it in clinical reasoning. Contrary to what was found in expert physicians, advanced students' knowledge about enabling conditions seems not yet to be integrated into their other knowledge about diseases.     

美国高校全面质量管理实践研究及启示

在高等教育大众化发展阶段,美国高校在行政管理部门和教学部门及课堂控制等领域实践了全面质量管理理论。这一举措成功应对了规模扩大与质量提高的矛盾、学生发展和社会需要的矛盾及激烈的校际竞争。随着高等教育大众化进程的深入,诸类矛盾在我国日益突出。美国高校全面质量管理实践为我国高等教育提供了借鉴。     

In practice: The strategic retention initiative: Theory‐based practice to reduce college student departure

The dean of students at Vanderbilt University's Peabody College calls every first‐year student twice during the school year. The high‐touch approach, as resource‐intensive as it is, has proven well worth the effort.     

The changing role of the secondary principal in the United States: An historical perspective

This paper reviews the historical development of the secondary principalship in the US and examines how the current role of the principal is a result of historical forces. The authors consider a preferred future for the principalship and present recommendations for change.     

对远程开放教育教师作用的思考与实践

现代远程开放教育是当代教育发展的必然趋势。本文论述了教师在远程开放教育条件下角色的转变以及应发挥的作用，以迎接当今世界多极化、教育国际化、知识全球化的挑战。