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This paper investigates the level of reflective practice amongst Saudi female postgraduate students at King Saud University. The study is quantitative in nature, whereby a reflective practice self-assessment scale was administered to assess the reflective practice of 201 female postgraduate students at KSU. The scale concentrates on five dimensions; the ability and freedom to reflect, questioning assumptions, considering others' viewpoints, using reflective methods/tools, and frequency of the refection on events. Findings of this study indicate that Saudi female postgraduate students at KSU reveal a decent level of reflective skills. Findings also display that there are some reflective requirements and skills which are more common in the scientific fields than they are in the literary fields. On the light of these results, recommendations for Saudi postgraduate instructors and program developers are provided accordingly.

This systematic review aims to explore the effect of NGSS on students' academic excellence. Specifically, considering increased cultural diversity, it is appropriate to identify student's science-related values, respectful features of teachers' cultural competence, and underlying challenges and detect in what ways these objectives are addressed by NGSS. Exploring the phenomena of effects, the qualitative evidence is collected. The sample consists of 52 academic entries (empirical researches and case studies) that shed light on the researched question. Summarized data is processed using thematic analysis. The findings reveal that modern students possess such science-related values as social presence, decreased power distance with tutors, simplicity of learning process, multitasking, universal accessibility of learning instruments, readiness to work with big data, readiness to use online software and tools. Simultaneously, teachers are expected to have such cultural competencies as cultural sensitivity, online mentoring, gut feeling about the proper power distance, and social presence. The lack of these competencies results in the emergence of various challenges in an educational setting.

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This research aimed to investigate the level of parent partnership in sixth grade female classes and its relationship to the following variables: science achievement, family income, and family size. A descriptive-correlational methodology was used to carry out the investigation. The researchers developed two research instruments to collect data: Science Achievement Test, and Parent Partnership Scale. A sample size of 97 sixth grade female students and their 97 parents were selected for this study from an elementary school under the administration of the education office in the northern district. For each student, two scores were obtained: Science Test Score, and Parent Partnership Score )PPS(. Data analysis revealed that PPS have a mean value of )2.22/3(, which was described as High on the Likert Scale (Very Low, Low, High, Very High). No significant correlation was found between student science achievement and parent partnership. In addition, family income and parent educational level were found to be significantly affecting student science achievement, while family size had no significant effect on student science achievement. Likewise, no significant differences in parent partnership were attributed to family income, family size, and parent educational level. Recommendations and suggestions were provided based on the obtained results.