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The main aim of this research was to provide the educational system in Iraq with a test of intelligence which could have been standardized on a large sample of 12 to 15 year- old students throughout that country. Rather than construct a new intelligence test it was decided to use a well-established test, the Wechsler Intelligence Scale for Children Revised, the WISC-R, which had been previously standardized in both the U.S.A. (where it originated) and Britain and in many other countries throughout the world. It was considered necessary to modify the form of this test before it could be standardized and made available to some of the Arab countries. The British version of the test (WISC-R, 1974), after initial piloting, was administered to 800 students equally divided among the four age groups - 12 years, 13 years, 14 years and 15 years. The sampling procedure ensured that the selection of students represented the distribution of secondary-school population in the three main regions of Iraq, as well as providing representative samples from both urban and rural communities. For standardization purposes it was decided to have equal numbers of boys and girls in each year- group. The raw scores on each subtest of the WISC-R within each age group were scaled to give a mean of 10 and Standard Deviation of 3, which was the procedure used in the original standardizations of the WISC-R. In a similar way the overall Verbal, Performance and Full Scale scores, based on the appropriate subscales, were scaled to give a mean of 100 and Standard Deviation of 15. The intercorrelations of all the subscales were compared with those obtained for the British WISC-R. The results in the present study have similar magnitudes. High values of correlation coefficients were obtained for all subscales separately and with the measures of Verbal, Performance and Full Scale IQs. These again were comparable to the results of previous studies. Finally, the study reported on the variables 'socioeconomic status', 'education of parents', 'urban-rural status', 'size of family' and 'regional area of Iraq'. Using t- analyses and analyses of variance it was found that many of these relationships for Iraqi students were similar to these found in previous studies on IQ.

<p> According to the U.S. Department of Education, the 2012-2013 national high school completion rate for Latino (75%), African American (73%), American Indian (70%), and limited English proficient (63%) students increased slightly compared to the 2011 national graduation data. While the national trend shows a one percentage point gain in the overall high school graduation rate across all subgroups, the numbers for African Americans, Latinos and other ethnic groups far trail that of their White (87%) and Asian (89%) peers. It is also far more likely that ethnic groups trailing in high school completion rates live in economically disadvantaged communities that are plagued with the disparate effects of poverty, such as single-family households, poor nutrition, and community safety concerns. As a result, there has been an increase in local and national conversations about how to best amend inequitable educational outcomes for these groups of students.</p><p> The conceptual framework for this study is oriented around systems thinking, race, empowerment theory, and community schools and partnerships. More specifically, this study sought to explore systems thinking and opportunities that schools can explore to eradicate the current negative racialized outcomes for African American, Latino, other ethnic minorities, and socially disadvantaged students. The one-year study took place at Roses in Concrete Community School, a newly designed charter school located in Oakland, California.</p><p> Findings suggest that during its first year implementation, the school&rsquo;s leadership team and staff focused primarily on supporting students and families by (a) establishing a foundation of responding to basic needs, (b) partnering with community organizations, universities, and activists to provide additional school and community supports, (c) analyzing the system that produces the current outcomes with the intention of not reproducing inequities, and (d) empowering students and families to have a voice and increase their sense of agency.</p>

<p>With an increase of Spanish-speakers residing in the United States, there is an increase in the need for Spanish-speaking mental health providers. Psychologists have to undergo years of education and extensive training in order to get licensed to provide services. However, little is known about the education and training of psychologists who are bilingual Spanish-English speakers providing mental health services to monolingual Spanish-speaking clients. This qualitative study gathered feedback via phone interviews from seven doctoral level psychology students who identified as bilingual Spanish-English. Feedback gathered was on the Spanish Language Assessment measure created by Dr. Rogelio Serrano in the hope of modifying the measure for future use. In addition, feedback was gathered on each participant?s experience in graduate school as it relates to preparedness for working with the Spanish-speaking population, suggestions for improving education and training in this area, and their understanding of cultural and linguistic competence. A thematic analysis outlined themes in participant responses. The findings will help shed light on the assessment for linguistic and cultural competence in bilingual Spanish-English clinicians, in addition to exploring ways to improve clinical graduate training for those working with Spanish-speaking populations. Keywords: bilingual, assessment, evaluation, training, cultural competence, linguistic competence, graduate training

<p> Children who show signs of depression are at greater risk of having depression as adults as well as developing comorbid conditions. A multi-tiered system of support (MTSS) approach is currently the best evidence-based method for addressing behavioral and mental health concerns in a school setting. At this time, few research-based interventions exist that adequately address internalizing behaviors such as those associated with depression. <i> Strong Kids</i> is an evidence-based social-emotional learning curriculum that can be used at both the universal and secondary levels of prevention. It is designed to address internalizing behaviors; however, it has only been tested as one chronological series of lessons. This makes immediate response to a student&rsquo;s need &ndash; a hallmark of secondary prevention in MTSS &ndash; challenging because the Strong Kids program can take a minimum of 6 weeks for delivery. The current single-case design research evaluated the delivery of <i>Strong Kids</i> in an elementary school on a continuously rotating 4-week basis, such that students referred for the intervention began at the beginning of any given week and continued to receive the intervention until all lessons were received. Three hypotheses were tested: (a) Students at risk for developing depressive disorders would show reduced risk of depression following the <i>Strong Kids</i> intervention; (b) this intervention would be effective for students regardless of the lesson on which they begin the intervention; and, (c) any differential effects among students beginning the intervention during different weeks would be small and not reach the level of clinical significance. The obtained findings and implications for school practices are discussed.</p>

The purpose of this study is to explain the relationship between teacher, student and home variables and their relation to, attitude to and achievement in science in the third-year of intermediate boys' schools in southwest Saudi Arabia.The sample chosen comprised of 1129 students drawn from seven local education authorities, 25 schools and 60 classes, with 29 science teachers.Six instruments were used to collect the research data: a carefully-constructed science achievement test was designed especially to assess student achievement in science. Previously developed questionnaires, namely, the isspq, atssa, school achievement motivation were used. In addition, demographic data were obtained from students and teachers. The data were submitted to spss program for various analyses, including descriptive and product moment correlation.Teacher was the unit of analysis in which 29 teachers' means for every variable was calculated.The findings reveal that integrated science teachers tended to show reasonable positive classroom behaviour in all items of teacher pre-classroom behaviour and teacher classroom behaviour.The correlation analysis revealed that negative correlation was found between teacher's qualification and student science achievement. Positive significant correlation existed between teacher variables of teaching experience, teacher pre-classroom behaviour, teacher classroom behaviour and student attitudes towards science.Positive correlations were also found between school achievement motivation and student attitude towards science.Significant positive correlation was found between teacher classroom behaviour variables and student variable of school achievement motivation was also found.There was positive significant correlation between time spent on homework and student variables of school achievement motivation and home variables of mother's education and occupation, as well as with the study outcomes of attitude towards science.In view of the low correlations by some variables investigated, and in order to provide more evidence for or against the results obtained, it is recommended that further research is necessary using different methods,and that other variables be included in future research.