A Framework for Practice-Based Teacher Education
This resource introduces a research-based framework for understanding practice-based teacher education (PBTE). It represents a synthesis of the recent literature on PBTE and builds a case for why student learning, professional teaching, and teacher preparation benefit from practice-based pedagogies in teacher education.

NSTA Standards for Science Teacher Preparation
This website outlines standards for science teacher preparation, intended to be used when preparing accreditation programs.

Redefining Teaching, Re-Imagining Teacher Education
The authors advocate for a conceptualization of teaching as a complex endeavor where teachers are decision-makers and reflective practitioners, with an accompanying shift of teacher education to emphasize clinical practice and pedagogies of enactment.

A vision for future work to focus on the "M" in integrated STEM
Article analyzes research done in the last 10 years regarding the integration of STEM subjects with a focus on the mathematics (steM). The authors present a model to guide future integrated steM research.

The Unintended Effects of the Common Core State Standards on Non-Targeted Subjects
In this working paper researchers used student achievement data from the NAEP to show that the CCSS [Common Core State Standards] had a negative effect on student achievement in non-targeted subjects, and this negative effect was largest for underprivileged students. The authors propose additional research to explain the mechanism behind this effect.

Teaching Practice: A Cross-Professional Perspective
This research article examines professional training in clinical psychology and seminary programs along with teacher preparation, in an effort to describe how professional practice is taught across different disciplines. This article identifies representation, decomposition, and approximation of practice as three cross-disciplinary pedagogies in professional education.

Helping students make sense of the world - Developing and Using Models
This book chapter describes the importance of instruction that focuses on the NGSS practice, developing and using models. Includes examples in both elementary and secondary classrooms, tips for getting started, and explicit connections to the other NGSS practices.

Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science
Full book on understanding and using PCK This current book reports the findings of the researchers participating in the 2ndPCK Summit in 2016 as they pursue the ideas and research agendas that havedeveloped rapidly and enthusiastically out of that first 2012 PCK Summit in thescience education field. It contains an evaluation of the consensus PCK model fromthe First (1st) PCK Summit and introduces the new model, known as the RefinedConsensus Model (RCM) of PCK in science education as a refinement of the earliermodel.

Proposing a core set of instructional practices and tools for teachers of science
This article argues for the value of a fundamental set of research-based teaching practices (core practices) that preservice science teachers can learn to enact "ambitious teaching," and it proposes one possible set of such practices.

Beyond Equity as Inclusion: A Framework of "Rightful Presence" for Guiding Justice-Oriented Studies in Teaching and Learning
This essay presents a rightful presence framework that "highlights the limitations of equity as inclusion" and "orients the field towards the importance of political struggles to make present the lives of those made missing by schooling and discipline-specific norms." This essay includes two STEM classroom vignettes to illustrate this framework's tensions and guiding tenets.