Innovative Partnership Program Research Articles

Regenerating the Historic Urban Landscape through Circular Bottom-Up Actions: The Urban Seeding Process in Rijeka

The increasing pressure on urban resilience and the parallel interest in the preservation of the Historic Urban Landscape (HUL) have opened new frontiers of research that find, in the principles of the circular economy, good responses. Cities need to remake themselves from pure consumption to more resilient and circular centers, finding inspiration in their cultural and natural heritage and the history that generated it. The City of Rijeka, Croatia, one of the partners in the CLIC project (an EU-funded Horizon 2020 research project entitled “Circular models Leveraging Investments in Cultural heritage adaptive reuse”), represents an exceptional example of how to manage the change from an industrial port city to a more sustainable and citizen-oriented living space, looking at the potentials of the cultural and historical layers as opportunities for the population. The City of Rijeka, aware of such potentials, applied successfully as a European Capital of Culture 2020 (ECoC 2020), while unlikely facing the negative impacts of the COVID-19 pandemic. In Rijeka, thanks to the CLIC Heritage Innovative Partnership (HIP) program, the efforts to associate the circular economy and historic urban landscape benefit from an exceptional local awareness of the urban cultural and natural heritage, permitting the elaboration of the cultural corridor concept. By using the historical river of the city, the Rječina, as a connecting line of several heritage assets leading toward the Sea waterfront, the cultural corridor represents a space of culture creation based on continuity and proximity, where all citizens can securely reappropriate dismissed parts of the city, similar to the commons’ management practice. The cultural corridor has been imagined as a spatial implementation model that needs actions to be actuated. A set of actions was designed through the urban seeding process, tested in a workshop methodology, meant to address the HUL regeneration through an awareness-raising and cocreation approach by codesigning through situated learning, possible permanent or temporary actions, activities, assets to be replicated in the corridor and, per extension, in the entire city. This article will explain the way the cultural corridor concept and urban seeding were generated in the City of Rijeka, giving evidence of the motivations and the proposals made in parallel with the existing initiatives of the city and its cultural movements.

Metal‐containing ionic liquid‐based, uncharged–charged diblock copolymers that form ordered, phase‐separated microstructures and reversibly coordinate small protic molecules

Metal‐containing ionic liquid‐based, uncharged–charged diblock copolymers that form ordered, phase‐separated microstructures and reversibly coordinate small protic molecules

Teacher/Family Partnerships for Student Learning: Lessons from Indian Education for All in Montana

The article reports learning outcomes from a program aimed at creating partnerships among middle-school teachers and Native families in a western Montana urban school district involved in implementing the Indian Education for All Act. Student-learning outcomes are analyzed according to attendance in classes taught by teachers divided into three groups based on the extent to which their teacher participated in the program intervention. Six hundred fifteen students that could be matched for program-influenced learning completed preprogram and postprogram surveys conducted in 30 classes. Study findings indicate that the innovative parent-teacher partnership program had a varied impact in terms of net shifts in student knowledge and attitudes. Parent-teacher partnership initiatives are more likely to generate positive attitudinal outcomes than they are to produce content-based knowledge gains. These findings suggest that extensive involvement of Native parents in curricular partnerships with teachers can improve both Indian and non-Indian students' attitudes toward cultural others and Indian students' self-image and attitudes toward public school.

Teacher/Family Partnerships for Student Learning: Lessons from <em>Indian Education for All</em> in Montana

The article reports learning outcomes from a program aimed at creating partnerships among middleschool teachers and Native families in a western Montana urban school district involved in implementing the Indian Education for All Act. Studentlearning outcomes are analyzed according to attendance in classes taught by teachers divided into three groups based on the extent to which their teacher parti cipated in the program intervention. Six hundred fifteen students that could be matched for programinfluenced learning completed preprogram and postprogram surveys conducted in 30 classes. Study findings indicate that the innovative parentteacher partnership program had a varied impact in terms of net shifts in student knowledge and attitudes. Parentteacher partnership initiatives are more likely to generate positive attitudinal outcomes than they are to produce contentbased knowledge gains. These findings suggest that extensive involvement of Native parents in curricular partnerships with teachers can improve both Indian and nonIndian students’ attitudes toward cultural others and Indian students’ selfimage and attitudes toward public school.

The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students.

The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3-6wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals.

How Do Pre-service Teachers Cope With a Literacy Intervention Program in a Remote Indigenous Community? The Community Action Support Program in the Northern Territory, Australia

This paper examines a new community education initiative, Community Action Support (CAS) that helps facilitate learning in Indigenous young people from Tennant Creek in the Northern Territory. CAS is an innovative partnership program between the Australian Literacy and Numeracy Foundation and the University of Western Sydney. The core aim of the program is to create and communicate a positive and observable culture surrounding the significance of literacy for young people, in particular, Indigenous young people. The program is located within the secondary teachereducation degree at UWS. Four pre-service teachers engaged the participating school students in literacy and curriculum based activities ranging from creating newspaper articles and hosting drama workshops, to digital storytelling and screen printing. Video conferencing, wiki tools and other methods of communication also formed part of the process. The wide range of learning experiences ensured that student participants were challenged to use a diversity of literacy skills and communication techniques. In this article, preservice teacher interview data is presented to show how universities such as UWS and educators have a responsibility to develop and support programs that provide Indigenous communities with alternatives to the standard curriculum. It also demonstrates how UWS pre-service teachers immerse themselves in the Indigenous culture and community, experiencing significant personal and professional growth.