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.

Curriculum for the Bioregion
Curriculum for the Bioregion engages faculty communities in exploring these issues and in building sustainability concepts and place-based learning in a wide array of courses and disciplines. Created as an initiative of the Washington Center for Improving the Quality of Undergraduate Education at The Evergreen State College, Curriculum for the Bioregion is now situated at Western Washington University.

Social Justice Standards: A Framework for Anti-bias Education
The Social Justice Standards provide a framework, common language, and age-appropriate learning outcomes for anti-bias education at every stage of K–12 instruction. The Social Justice Standards can guide curriculum development to support efforts to make schools more just and equitable. The 20 standards are divided into 4 domains: identity, diversity, justice, and action.

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.

A conceptual framework for integrated STEM education
This article outlines a STEM education conceptual framework, with the goal of helping educators conceptualize how STEM cuts across disciplines. The authors claim that in order to prepare students for a complex global society, we must understand the complexity of our own disciplines.

TeachingWorks High-Leverage Practices
A website that identifies 19 "high-leverage practices," fundamental capabilities of teaching that supports students' content and social-emotional learning. These HLPs are not grade- or discipline-specific. This is a good list to spark conversation with colleagues (or yourself) when considering course or program outcomes.

Just Schools: Building Equitable Collaborations with Families and Communities
This book speaks to the possibility of involving families and communities in schools for the purpose of transforming education systems towards equity.

Research-Practice Partnership Toolkit
A collection of tools and examples for educators to build and maintain long-term, effective collaborations. The RPP Toolkit is organized by four themes: 1) build relationships, 2) design for equity, 3) gather and use evidence, 4) communicate with different audiences.

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.

Pedagogical content knowledge and preparation of high school physics teachers
This paper provides a detailed description of the practices and course work of a physics and physical science teacher prep program where the multidisciplinary and interdisciplinary aspects of Pedagogical Content Knowledge (PCK) are foundational. They offer their philosophy and curriculum to be adapted and applied in other STEM teacher preparation programs.