Academic achievement is axiomatic to career development processes. In people’s lives, academic choices, barriers, or opportunities occur early and frequently, and they have a pervasive and lasting influence on career development. For example, a middle school student’s choice of or opportunity for educational curricula limits or broadens the student’s subsequent opportunity for learning experiences; a
Academic advising has been important to the success of undergraduates in colleges and universities since the beginning of American higher education. Developmental advising, which addresses the social and cultural acclimation of a student as well as academic success, is the most effective type of advising. Developmental advising makes it possible for advisor and student to
If we consider deviance as a breach of expectations, then any organization or occupation is likely to provide distinct opportunities for legal and/or ethical violations. College and university faculty members are professionals employed within the occupational context of higher education. Thus, the opportunities for deviance available to them derive from their roles in professional disciplines
The community of East Asian communication researchers has been growing rapidly in recent years, which shows that communication studies in East Asia has reached a certain level of maturity (Miike & Chen 2006). In the United States the academic study of communication began after World War I. In East Asian culture, however, the academic study
The communication discipline in Australia, New Zealand, Singapore, and Hong Kong is strong and diverse. Although regional research clearly emerged from a strong US and British tradition, it has matured. This maturity is evident not only in the region’s contribution to evolving communication research, but also in identifying and analyzing significant trends as the region’s
Present-day communication education in Africa has not been able to build on a rich tradition of a longstanding university system. Widespread university education in Africa is a postcolonial phenomenon, with North Africa and South Africa being the main exceptions. Like other academic disciplines, communication studies suffers much of this postcolonial legacy, be it the effect
The South Asian region comprises Pakistan, India, Nepal, Bangladesh, Bhutan, the Maldives, and Sri Lanka. Given the relatively undeveloped nature of communication as an academic discipline in most of South Asia with the exception of India, the major focus of this article will be on the scenario in India. Phase 1: 1940 –1989 Communication as
The institutionalization of communication as an academic field in Israel began with the establishment of the Communication Institute of the Hebrew University of Jerusalem. From 1966 when founded by Elihu Katz, and through the 1990s, the Communication Institute acted as a sole academic authority, a conceptual model, and a source of faculty recruitment for communication
The history of communication as an academic field of study in the Arab world goes back to 1939 when the Higher Journalism Institute (HJI) was established within the College of Arts at Cairo University (Cairo University 2004). By the early 1970s, Egypt and Iraq (Baghdad University) were the only countries in the Arab region to
There is general agreement that the communication discipline, as we know it today, began in the USA. There is, however, a degree of disagreement as to how to trace the origins of the discipline. Arguably, the organizational roots of the communication discipline could be divided into two traditions: the “speech” tradition and the “journalism” tradition.
Communication as an academic field of research in Western Europe scarcely predates World War II and, with minor exceptions, did not develop as a full program of study until the last quarter of the twentieth century. The main exception was Germany, where a press science (Zeitungswissenschaft) was quite well established in some German universities before
In Latin America communication studies started during the late 1960s, and were characterized by two very different conceptions. On the one hand, there was the functional paradigm, from the United States (where many Latin American professors had been trained), which related the study of communication to the diffusion of innovations, and which was part of
Media communication, mass communication, political communication, and other aspects of social communication represent a dynamic academic field in contemporary central and Eastern Europe and Russia. In particular, communication on the societal level, which was the subject of the most visible and remarkable changes during the 1990s (reintroduction of “free” media and deep structural change of
Academic achievement is axiomatic to career development processes. In people’s lives, academic choices, barriers, or opportunities occur early and frequently, and they have a pervasive and lasting influence on career development. For example, a middle school student’s choice of or opportunity for educational curricula limits or broadens the student’s subsequent opportunity for learning experiences; a
An achievement test is any test designed to assess an individual’s attainment of a specific knowledge or skill in a specified content area within which the individual has received some level of instruction or training. However, achievement tests are often confused with aptitude tests. Aptitude tests may not differ in form from achievement tests, but
Academic achievement assessment in school psychology is a critical and multifaceted practice essential to understanding and enhancing the educational journey of students. This article explores the historical evolution, theoretical foundations, purpose, and methodologies of academic achievement assessment within the context of school psychology. It delves into the pivotal role school psychologists play in this process