The purpose of this chapter is to examine the role of leadership in designing school–university partnerships (SUPs). Four fundamental concepts of design science are discussed: (1) wicked problems, (2) design principles, (3) design thinking, and (4) pilot testing. These concepts can be applied to three different types of SUP design opportunities: governance, professional development, and clinical experiences. Successfully leading the design process requires an understanding of the value of design, the skills needed to lead the process, and a vision for the power of design. Design leadership is illustrated through a hypothetical example.

Generative artificial intelligence has a long history but surged into global prominence with the introduction in 2017 of the transformer architecture for large language models. Based on deep learning with artificial neural networks, transformers revolutionised the field of generative AI for production of natural language outputs. Today’s large language models, and other forms of generative artificial intelligence, now have unprecedented capability and versatility. This emergence of these forms of highly capable generative AI poses many legal issues and questions, including consequences for intellectual property, contracts and licences, liability, data protection, use in specific sectors, potential harms, and of course ethics, policy, and regulation of the technology. To support the discussion of these topics in this Handbook, this chapter gives a relatively non-technical introduction to the technology of modern artificial intelligence and generative AI.

In this part, authors review the historical development of school–university partnerships (SUPs) with an emphasis on key researchers and organizations that not only created visions for partnerships but also provided guidelines and parameters for doing the work. In keeping with the mission of the handbook, the authors in this part also reflect on the role of diversity, equity, and social justice as portrayed in the origins of SUPs and set forth recommendations to preserve, enhance, and sustain SUPs as an innovative approach to teacher preparation and school reform. Authors’ reflections on the origins of SUPs and their potential for moving the effort forward represent the array of approaches that come under the general heading of “SUPs.” Despite variances in philosophies and methods for doing the work, SUPs remain a major vehicle for improving schools and teaching.

The current chapter focuses on the relationships of stable, nonpathological individual differences to violent extremism. Traditionally, strong contextual forces have been viewed as overriding personal traits in determining group behavior generally and violent extremism specifically. This chapter challenges such conventional wisdom by emphasizing the role of individual differences. We argue and provide evidence that supports and highlights the interplay and complementary roles of individual psychology and social environments in shaping violent extremism. We review recent research exploring the relationship between violent extremism and individual psychological variables such as mental disorders, cognitive styles, motivational imbalances, group identity needs, ideological orientations, sensation-seeking behaviors, and group-based emotions, as well as the Big Five and HEXACO models of personality. We further discuss common criticisms against individual differences in approaches to violent extremism. Here, we distinguish between historical disputes, often based on researchers speaking past each other, and challenges in contemporary individual difference research. Having highlighted the significance of individual differences in violent extremism, we focus on how these insights can aid practitioners and shape policies that counteract violent extremism.

According to the research, white teacher candidates may have negative attitudes towards urban students and schools (Bazemore-Bertrand & Porcher, 2020; Hampton et al., 2008). However, research also finds that carefully designed experiences outside of university classrooms can heighten learning and have a significant impact on preparing teacher candidates to teach in urban school settings (Bazemore-Bertrand & Handsfield, 2019; Porcher et al., 2020; Porcher, 2021). Partnerships between universities and urban schools offer chances to expose teacher candidates to teaching practices that are rooted in diversity, equity, and antiracism which in return prepares them to effectively teach not just in urban schools, but in all schools. In this chapter, the author shares the results of a School–University partnership (SUP) that centered around preparing teacher candidates to teach in urban schools. Specifically, the author described the benefits and challenges regarding designing a SUP with urban schools that center equity and antiracism.

In this chapter, we discuss the psychological foundations of violent extremism. We consider violent extremism as a specific form of extreme behavior resulting from a radicalization process that involves inflicting a high-severity aggression or violence against people or properties as a means to achieve a political, ideological, or religious goal. Throughout our discussion, we focus on the role of the need for significance (Kruglanski et al., 2022) as a core psychological driver that prompts violent extremism. We review those factors that activate the need for significance, propelling individuals toward violent extremism. Specifically, we posit that when the quest for significance is activated, whether by personal or group-level experiences of significance loss or opportunities for gain, individuals seek avenues to fulfill this need through extreme actions that demonstrate their allegiance to socially esteemed values. In such scenarios, violent extremism emerges as a viable outlet, especially when bolstered by a narrative that promotes it and a supportive social network that endorses the narrative, offering validation and significance to individuals who express their commitment through their actions. Finally, we outline how the theoretical framework centered on the need for significance can inform the development and implementation of deradicalization programs by practitioners.

Artificial Intelligence (AI) can collect, while unperceived, Big Data on the user. It has the ability to identify their cognitive profile and manipulate the users into predetermined choices by exploiting their cognitive biases and decision-making processes. A Large Generative Artificial Intelligence Model (LGAIM) can enhance the possibility of computational manipulation. It can make a user see and hear what is more likely to affect their decision-making processes, creating the perfect text accompanied by perfect images and sounds on the perfect website. Multiple international, regional and national bodies recognised the existence of computational manipulation and the possible threat to fundamental rights resulting from its use. The EU even moved the first steps towards protecting individuals against computational manipulation. This paper argues that while manipulative AIs which rely on deception are addressed by existing EU legislation, some forms of computational manipulation, specifically if LGAIM is used in the manipulative process, still do not fall under the shield of the EU. Therefore, there is a need for a redraft of existing EU legislation to cover every aspect of computational manipulation.

Advancing equity, opportunity, and access in PK-12 student learning is an important matter in student–university partnership (SUP) research. The four chapters presented in this part of the handbook coalesce around a common theme of advancing student learning by utilizing SUPs to build the capacities of educators who think, act, and teach for equity. More specifically, the authors propose that activities within SUPs build synergy for adult learning in ways that support equity and student learning.

The first two chapters unpack how SUPs are designed to place equity and student learning at the core of intended and implemented outcomes for partnerships. Polly and Colonnese provide a systematic review of literature relating student learning, academic achievement, and SUPs, while offering an individual case and a five-point framework for future research linking partnerships and equitable student learning outcomes across social markers. Centering the learning outcomes of culturally and linguistically diverse students, Wong and colleagues use one SUP to showcase how meaningful relationships, collaborations, and combined efforts across multiple stakeholders enabled opportunities for pre-service teachers to develop high-leverage and evidence-based practices associated with equitable teaching.

The next two chapters center on explicitly anti-racist SUP theory and practice to redress racism within schools.

One of the rapidly emerging consequences of the climate crisis is the increase in frequency and severity of climate catalyst events, such as hurricanes, tsunamis, droughts, and wildfires. Experts increasingly recognize that these developments are likely to precipitate violent extremism; however, a comprehensive overview of this nexus remains absent to date. Against this background, this chapter presents an in-depth framework for analyzing the intersection between climatic catalyst events and violent extremism from a psychological standpoint. Initially, it explores the manner in which the climate crisis exacerbates risk factors linked to violent extremism on a global scale. These factors include heightening feelings of insignificance, diminishing opportunity costs, triggering mass migration and displacement, and provoking defensive responses in conjunction with the rise of ecofascism. Next, the chapter iterates upon the Climate Change and Violence Model, demonstrating how catalyst events can create a cyclical feedback loop of increasing violence and violence-risk factors. To illustrate the role of the psychological processes and risk factors, the chapter discusses two case studies in which climate shock events contributed to violence and extremism. Finally, potential policy solutions focused on preventing the occurrence of climate-related events and their subsequent escalation into violent extremism are proposed.

PDS scholarship tends to be published across a vast array of disparate venues and, because of this, researchers and practitioners often struggle to make sense of what we know about PDS implementations. We initiated a search of journal-length studies related to PDS and confronted a concerning obstacle: very few of the published studies focused on PDS as an entity. In short, while there are numerous publications that highlight the contribution of PDS to classrooms or groups of teachers and several studies that explore the implementation of educational practices in PDS spaces, these studies rarely examine PDS as a multifaceted, systemic institutional practice involving multiple stakeholders, and extending across institutions. Thus, in this chapter, we present our journey to identify studies that treat PDS as an entity. We then situate our analysis within the history of PDS review scholarship and highlight implications for future research.

The rationale for this chapter is that democracy in the United States is in crisis and that higher education is contributing to the crisis. Research universities, given their influence on schooling, affect the degree to which a society functions democratically. Changing higher education is, therefore, necessary for creating a democratic schooling system andb for democracy itself.  An approach needs to be identified to transform higher education institutions into democratic civic universities that have positive effects on K-12 schooling. We contend university-assisted community schools (UACS) are that promising approach. We make the case for higher education’s significant impact on the schooling system and democracy, describe the democratic goal of community schools and define UACS as a type of community school, place UACS within the context of school-university partnerships, provide examples from Penn’s Netter Center, and propose UACS as a means to reduce obstacles to developing democratic civic universities.

School–university partnerships (SUPs) have the potential to create equitable outcomes for students in material and intentional ways. Our chapter includes a case study that exemplifies ways in which SUPs can be organized around equitable outcomes for students who have been historically marginalized. We tease apart specific aspects of this SUP with a focus on creating robust collaborative learning spaces for all partners in the SUP, building upon and honoring the unique contributions of each key role in the SUP, identifying the new teacher profile (knowledge, skills, practices, and dispositions) desired by all SUP members, and designing the experiences and activities that will support new teachers achieving that profile. We share strategies that help our SUP to create a healthy ecology for teacher preparation that is focused on social justice and equity for both candidates in our program and the students in partner schools.