The Relationships among Parents’ Socioeconomic Status, Parental Involvement and Academic Achievement in Taiwanese Middle School Students

Abstract

This historical study addresses the question of inconsistency in the Educational policies of Ghana focusing on the impact on Senior Secondary School Education. It examines the persistent adjustment of Educational reforms witnessed in Ghana whenever there is a change in government. The study acknowledges the frantic efforts made by successive governments since independence to reform the educational system of Ghana to meet the basic requirements to meet the developmental needs of the country. The study traces the history of colonial education and the tremendous contributions of missionaries in the establishment of formal education in the region. The effort of Dr. Kwame Nkrumah to inculcate African Studies into the British inherited system of Education is discussed in this study. Various adaptations of foreign models of education were also examined. Using qualitative approach and secondary sources, the study highlights the structure of Ghana's Educational System and the major educational reforms introduced by both Military and Civilian Governments. The study further highlights the fundamental reasons behind the implementation of various reforms by Governments when in power

Predicting Mathematics Achievement: The Role of Socioeconomic Status, Parental Involvement, and Self-Confidence

“…Yukarıda belirtildiği gibi, SES, ebeveyn katılımı ve öğrenci akademik başarısı arasındaki ilişkilerin karmaşık bir yapısı vardır. Bu karmaşık ilişkileri incelemek için, az sayıda çalışma SES ve öğrenci akademik başarısı arasındaki dolaylı ilişkileri incelemiştir (Kung, 2016;Long ve Pang, 2016;Öztürk ve Singh, 2006;Tazouti ve Jarlégan, 2016). Dahası bu karmaşık ilişkiler kültürden kültüre farklılık gösterebilir.…”

Transitioning from pediatric to adult care and the HIV care continuum in Ghana: a retrospective study

“…There was no scheduled meeting with the HCP in the adult clinic, and in the few instances where the adolescents were accompanied to the adult clinic, limited communication took place. According to Kung [ 25 ], transferring an adolescent in such manner implies that he or she is unprepared for going to what is likely to be a judgmental, depersonalized and overburdened clinic environment. Although the participants mentioned having good relationships with the HCPs, there was evidence of perceived ineffective bonding that could influence their experience of separation from the pediatric clinic to join the adult clinic.…”

“…This is affirmed by other studies globally where similar findings were reported. Others have also reported challenges at transition that include lack of a structured healthcare transition, lack of communication between the pediatric and adult HCPs, mental health problems, strong attachment to the adolescent’s pediatric clinic HCP, privacy/disclosure issues, negative perceptions of the adult clinic HCPs, and stigma [ 17 , 25 ].…”

In Search of an Effective Teacher: Ghana’s Move towards Achieving Sustainable Education through Teacher Education Reforms

“…Historically, the education sector in every country experienced reforms and Adu-Gyamfi, Donkoh, and Adinkrah (2016) noted that reforms in education are attempts to make changes in policy, practices, or organization, or to address an identified issue. Educational reforms help to better the education system and in Ghana, almost every change in political power brings a change to the country"s educational system (Adu-Gyamfi et al, 2016;ICET, 2012). According to Akyeampong (2010), every 5 years Ghana introduces another form of reform.…”