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.

Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity
This article builds on the prior literature on the value of centering core practices in teacher education by articulating a learning cycle that teacher educators can use to help preservice teachers build their practice. This article is useful for offering concrete pedagogies and learning strategies that work in multiple settings.

Identifying a core set of science teaching practices: A delphi expert panel approach
This article describes a Delphi panel process resulting in a list of science teaching practices that can help students achieve NGSS learning goals. It is meant to be a research-based starting point for future conversation rather than a definitive to-do list of high-leverage practices.

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.

Robotics K-3: Unplugged Coding
Tami Moffatt, Clover Park School District
A short presentation of resources and strategies for teaching robotics to K-3 students.

Strengthening clinical preparation: The holy grail of teacher education
An article that identifies challenges and potential strategies for strengthening clinical practice in teacher preparation.

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.

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.

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.

Red Cabbage Indicator Protocol and Resources
Andrea Munro, Pacific Lutheran University
A protocol for creating a pH indicator using pigment extracted from red cabbage. The resource includes a procedure, background information, ideas for expanding the project, and additional resources.