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.

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.

Those who understand : Knowledge Growth in Teaching
Original writings of Shulman on the development of understanding and Pedagogical Content Knowledge: know what you teach, who you teach and why you teach.

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.

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.

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.

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.

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.

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 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.