NGSS Appendix F: Science and Engineering Practices
The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas

Scientific and Engineering Practices in K-12 Classrooms: Understand a Framework for K-12 Science Education
In this article, Rodger W. Bybee presents the science and engineering practices from the recently released A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC 2011).

What is engineering? Elaborating the nature of engineering for K‐12 education
What is engineering? What do engineers do? How is engineering related to, but distinct from, science? These questions all relate to the nature of engineering (NOE), and as engineering is incorporated into K‐12 education across the United States, the NOE is becoming increasingly important for students and teachers. This paper presents key dimensions of the NOE via a framework synthesized from studies of the engineering discipline from philosophical, historical, and sociological perspectives, as well as perspectives from within the engineering field.

Designing Elementary Teacher Education to Prepare Well-Started Beginners
This paper describes a programmatic reconceptualization of teacher education to prepare novice teachers who are positioned to do the complex work of teaching from the moment they have classrooms of their own. The elementary teacher education program at one university is used as an example case to demonstrate pivotal decisions made in the redesign effort and to depict challenges faced and solutions implemented. Three pillars provide the foundation for this redesign: teaching practice, content knowledge for teaching, and professional ethical obligations. The program's efforts with regard to each of these is described. The authors explore the challenges they have faced and describe how the development of conceptual and practical supports such as foundational frameworks, social structures, and programmatic approaches to design have been central in addressing those challenges.

Three modes of STEM integration for middle school mathematics teachers
Research Paper on Integrated STEM education that discusses three methods that middle school mathematics teachers can utilize to integrate STEM subjects.

Powerpoint slides from NextGen Capacity-Building Workshop, Aug 27-28, 2017
A resource page hosting PowerPoint slides from the 2017 NextGen Capacity-Building Workshop, detailing goals around articulating the NextGen-WA vision for systemic change in STEM teacher preparation, with downloadable presentation materials and metadata on participants, project context, and licensing. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

A State Policymaker's STEM Playbook
Science, technology, engineering and mathematics (STEM) has captured the attention of state policymakers who are concerned about equitable access to high-quality educational experiences and preparing and inspiring students to pursue STEM careers. Yet in many states, STEM policymaking efforts have not achieved their intended return on investment because programs are missing one or more of three essential elements...

Puget Sound school districts are trying to recruit - and keep - more teachers of color. Here's how.
Seattle, Bellevue and Highline school districts have launched ambitious efforts to recruit more teachers who represent the backgrounds of their students. But these glimmers of hope could be blunted if challenges around retention persist.

Effective Science Instruction: What Does Research Tell Us?
Science education has received renewed attention in the United States in the last several decades, with calls for a scientifically literate citizenry in this increasingly technological society. Science for All Americans (American Association for the Advancement of Science, 1989) laid out a vision describing the knowledge a scientifically literate person would have. This vision was further elucidated in Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993) and National Science Education Standards (National Research Council, 1996). These documents reflect a fairly broad consensus within the science education community of what scientific knowledge students should be expected to learn as they progress through grades K–12.

Teacher Prep Review: A Review of the Nation's Teacher Preparation Programs
The NCTQ Teacher Prep Review brings urgency to the need for teacher preparation programs to allow the United States to have an elite education system. They have collected data on more than 2,400 elementary, secondary and a limitted number of special education programs housed in 1,130 higher education institutions to develop program ratings for all 2,420 programs in their sample.