Effective STEM Teacher Preparation, Induction, and Professional Development
Offering a high quality education to all U.S. students and building the educational system to support their teachers are topics of much concern and investment, passion and critique. Teacher quality is at the core of those ardent discussions, with calls for the reform and critical review of teacher preparation, induction, and professional development programs.

Constructing 21st-Centruy Teacher Education
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.

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.

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.

How to Generate Consensus for Targeted Universalism
A short pdf introducing Targeted Universalism and commonly encountered pros and cons fo this approach.

Standards for Preparation and Professional Development for Teachers of Engineering
This resource describes best practices needed to integrate engineering into teacher preparation programs.

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...

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.