Clinical experiences are typically cited by teacher candidates as the most powerful component of their teacher education program (Cuenca, 2012; Guyton & McIntyre, 1990; Wilson et al., 2001). In addition, student teachers typically cite their cooperating teacher as the most “significant other” during their teacher education program (Karmos & Jacko, 1977; McClusky, 1999). As Dallas and Horn (2008) stated in 2008, the best way to learn to teach is to practice with highly qualified teachers. School–university partnerships, whether they be professional development schools or some other type of close partnership, promote deep collaboration between faculty and administrators in higher education and P-12 schools, as well as with teacher candidates to ensure the best possible sites for teacher development.

This chapter includes a systematic review of 111 peer-reviewed articles that were identified through ERIC via EBSCO Host with keywords related to student learning, student achievement, school–university partnerships, and professional development schools. Despite the keyword indicators focused on student outcomes, only twenty articles actually included student learning data, while 36 included data on teachers, teacher candidates, or administrators related to partnerships hoping to improve learning, and 65 articles were descriptive and included no data sources at all. We use a case from our own partnership work to provide a potential framework for future research in School–University partnerships and elaborate on implications for consideration for scholars hoping to link partnerships and their influence on student learning outcomes.

This chapter examines the complex relationship between religious fundamentalism and violent extremism, focusing on the socio-cognitive processes involved in radicalization. In the central part of our analysis, we explore how religious fundamentalism may contribute to violent extremism. Our investigation reveals that the relationship between these two variables is mediated by some group-related factors and ideologies (e.g., out-group hostility, perceived superiority, collective narcissism, ideological extremism, and extremist networks). Importantly, religious fundamentalism does not always lead to violent extremism; it is moderated by some situational and contextual factors (e.g., perceived injustice, perception of threat, and group tightness). We then discuss the implications of these findings for counter-violent extremism programs. We argue for a comprehensive approach, advocating for integrated interventions that combine ideological, psychological, and economic strategies. This assertion stems from the recognition that the drivers of violent extremism extend beyond religious narratives to include psychological factors and subjective and economic deprivation. As such, we caution against an approach that disregard nonideological aspects, as it may weaken the effectiveness of interventions.

Drawing on the extensive history of study of the terms and conditions (T&Cs) and privacy policies of social media companies, this paper reports the results of pilot empirical work conducted in January-March 2023, in which T&Cs were mapped across a representative sample of generative AI providers as well as some downstream deployers. Our study looked at providers of multiple modes of output (text, image, etc.), small and large sizes, and varying countries of origin. Our early findings indicate the emergence of a “platformisation paradigm”, in which providers of generative AI attempt to position themselves as neutral intermediaries similarly to search and social media platforms, but without the governance increasingly imposed on these actors, and in contradiction to their function as content generators rather than mere hosts for third party content.

As school–university partnerships (SUPs) continue to establish themselves in the larger context of improvement efforts in the field of education, it is less clear how they relate in design, process, and outcomes to other types of collaborative education research efforts (Penuel et al., 2020). In this study, we address calls for research on school-university partnerships (Darling-Hammond, 1994; Coburn & Penuel, 2016; Farrell et al., 2022) by examining the inputs and processes of different variations of collaborative education research (Penuel et al., 2020). We hypothesize that the inputs and processes of these collaborations have more similarities than differences. To test this hypothesis, we selected purposeful cases of a professional development school and a research–practice partnership launched during the same time period – the 1990s. Findings and implications for the field of collaborative education research and school–university partnerships are discussed.

Fear of transnational terrorism, along with revitalization of sectarian nationalism, continues to sunder social and political consensus across the world and encourage violent conflict. The focus here is on psychosocial factors that instigate and sustain violent extremism and polarizing group conflict. I describe the changing global landscape of transnational terrorism, encompassing mainly violent theocratic revivalism, and resurgent racial and ethnic supremacism wherein perceived threats to a dominant group’s core values lead to extremist reactions against feared replacement via minority and immigrant populations. Next, I explore the psychosocial nature of the rational actor versus devoted actor frameworks. Analysis centers upon how sacred values such as God or country, identity fusion with a group or idea, perceptions of spiritual strength overriding material strength, and social network dynamics motivate and maintain absolutist attitudes and support for violence whatever the risks, costs, or consequences. The psychology of the will to fight and die is illustrated in behavioral and brain studies with combatants and civilian populations in the Middle East, North Africa, Europe, and North America. This is followed by considering how the internet and social media encourage propagation of polarized conflict, and how societies and policymakers might better deal with violent, value-driven extremism.

This commentary critically examines the Equity, and Student Learning part in The Cambridge Handbook of School–University Partnerships. Collectively, these chapters make inquiries and provide valuable insights into the assertive efforts of school–university partnerships (SUPs) to address social and economic inequalities for minoritized, marginalized, and otherized student groups within PreK-12 school systems. Effectively, these chapters highlight the potential and opportunities SUPs offer for redressing sociocultural gaps or lack of cultural competence or critical consciousness within teacher education programs together with the social and economic inequalities (i.e., opportunity gap) observed in PreK-12 schools. Correspondingly, these chapters provide timely and practical approaches for addressing the sociopolitical dilemmas SUPs are currently navigating.

In the context of an ever-shrinking world, where education concerns are shared across borders, and the 2030 deadline to achieve the 17 United Nation Sustainable Development Goals – specifically goal 4: “inclusive and equitable quality education … for all” is looming, it seems timely to take a look at school-university partnerships from a global perspective. This chapter begins with a quick scan of school-university partnerships, primarily in the US. It then examines school-university partnerships in – or with – other parts of the world, using available – and accessible – literature. What are some examples of school-university partnerships across different countries and what kinds of conversations frame this phenomenon? It closes by discussing some enduring issues that plague school-university partnerships and suggest how global collaborations might generate new insights into perennial problems.

This chapter discusses the policy landscape and partnership environment for teacher preparation. The chapter highlights three collaborative models (professional development schools, teacher residency programs, and registered apprenticeship programs) that promise to generate the diverse, well-qualified, and highly committed educators P-12 schools need. Current policies that support these models are delineated and emerging research about the models is introduced while recognizing a significant need for continuing research, particularly with registered apprenticeship programs, only now beginning to graduate their first completers. Feedback from policy-makers and key players among the constituencies that create and lead teacher preparation is utilized to generate recommendations for future action and to suggest crucial areas for additional research.

This chapter outlines how Children’s Aid has partnered in community schools work with institutions of higher education in New York City and beyond. This work includes establishment of a satellite college campus in a public intermediate school; development and implementation of multi-year evaluations of Children’s Aid community schools; professional development partnerships with all New York City graduate schools of social work; and, most recently, the co-creation of the nation’s first on-line course on community schools. The chapter explores several key themes: (1) how the centrality of partnerships to the work of community schools makes these venues fertile ground for innovative School–University collaborations; (2) the mutually beneficial nature of these partnerships; (3) the role of Children’s Aid as a coordinator of these School–University partnerships; and (4) lessons learned about factors that enhance or hinder effective School–University collaborations. Findings from the multi-year community school evaluations and other relevant research are presented.

This chapter explores recent literature focused on teacher inquiry in Professional Development Schools (PDSs). The first part of the chapter surveys the conceptual history of teacher inquiry, considering the contributions of teacher education researchers and national organizations. The next part of the chapter identifies some of the many different approaches to teacher inquiry that are found in PDS work. To better understand the role of teacher inquiry in PDSs, the chapter presents a review of recent articles about teacher inquiry published in the journal of the National Association for professional development schools, school–university partnerships. The review tabulated and described articles that focused on each of four aspects of teacher inquiry in PDSs: types of support for teacher inquiry, categories of teacher inquiry, how teacher inquiry supports student learning, and the frameworks and structures of teacher inquiry. The chapter concludes with a discussion of what can be learned from this review and about potential future avenues for scholarship surrounding teacher inquiry.

Dehumanization involves the representation of social targets, often social outgroups, as falling short of the ideal human – as “lesser” beings. Not surprisingly, dehumanization has been associated with violent behaviour in theorizing, especially the notion that dehumanization leads to violence by loosening moral restraints. Here we discuss how dehumanization is assessed in the psychological literature, contrasting classic and contemporary conceptualizations. We review research not only on dehumanization as a precursor to violence, but also on how violence can be a precursor to dehumanization, and how dehumanization and violence might reciprocally reinforce one another. We briefly distinguish dehumanization of extremists from dehumanization by extremists before discussing the latest findings on meta-dehumanization (the perception that others dehumanize us) as factor in perpetuating extreme violence. Lastly, we consider implications for policymakers and intervention strategists based on this review of the empirical literature

The role of poverty in violent extremism is best explained by moving away from reductionism and adopting a “from societies to cells” perspective. We explain terrorism, an important kind of violent extremism, by using the metaphor of a staircase to terrorism, which proposes the conditions in which there is an increased probability of individuals moving up the staircase, and eventually participating in terrorist actions on the final floor. Each floor of the staircase is characterized by particular psychological processes, but common to all these experiences is the primacy of subjectivity. While actual material conditions do not explain individual propensities to climb up the staircase to terrorism, feelings of relative deprivation and injustice increase the probability of this action. Although social class and poverty do not explain individuals moving up the staircase, they do influence the location of terrorist specializations on different levels of the staircase. Terrorist specializations have been ignored, but they are of vital practical importance. Nine different terrorist specializations are identified, and a schematic representation is presented, locating the specializations on the staircase to terrorism. Implications for policymakers and practitioners are discussed.

The rise in the use of AI in most key areas of business, from sales to compliance to financial analysis, means that even the highest levels of corporate governance will be impacted, and that corporate leaders are duty-bound to manage both the responsible development and the legal and ethical use of AI. This transformation will directly impact the legal and ethical duties and best practices of those tasked with setting the ‘tone at the top’ and who are accountable for the firm’s success. Directors and officers will have to ask themselves to what extent should, or must, AI tools be used in both strategic business decision-making, as well as monitoring processes. Here we look at a number of issues that we believe are going to arise due to the greater use of generative AI. We consider what top management should be doing to ensure that all such AI tools used by the firm are safe and fit for purpose, especially considering avoidance of potential negative externalities. In the end, due to the challenges of AI use, the human component of top corporate decision-making will be put to the test, to prudentially thread the needle of AI use and to ensure the technology serves corporations and their human stakeholders instead of the other way around.