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Cells provide the backbone for all of life on Earth, centred upon the evolution from unicellular to multicellular organisms. Within this unit, students examine both the structure and
function of organisms at a cellular level, demonstrating understanding of biochemical processes, and the provision and removal of materials both to and from cells within organisms.
Furthermore, students are introduced to the study of microbiology, and the tools used by scientists to enable discovery of data.
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their prior knowledge with new
findings.
BIO11/12-5 Nearpod Presentation
Teacher-Guided Mini-Presentation Nearpod presentation contains
Derive trends, Students are guided through a Nearpod relevant information to confirm
patterns and presentation relative to organelles student prior knowledge, as well
relationships in data including the organelles of each cell as further depth in sub-topics
and information. type, their purpose, benefits deriving such as benefits, and evolutionary
from evolutionary patterns, and their patterns of cells. Presentation
arrangement within the cell. Students contains relevant questions, as
complete associated activities including well as spaces provided for
labelling of visual demonstrations. written responses to gauge
understanding.
Play-Dough Practical
BIO11/12-5 Investigation
Student-Led Practical Demonstrations Students may be
https://www.pinterest.com.au/pi
Derive trends, Students create groups of 3-4 before provided a sample cell
n/367676757058487031/
patterns and being provided with play-dough of to use as model
varied colors. Students are advised to guidance if required. Students are provided access to
relationships in data the above link to compare their
design and create a scaled prokaryotic
and information. final results. Play-dough is to be
and eukaryotic cell using the play-
Assess error, moulded into various shapes as
dough as demonstrated in resources
uncertainty and tab. Following completion of their cells, means of creating ‘sub-
limitations in data. students analyse their cell structures structures’ within a cell to
against their prior table and simulated represent organelles. Students
model to confirm accuracy in structure use their prior completed chart
as linked within the resources tab. and simulation results (see
above) to confirm reliability of
their created models.
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BIO11/12-3 Student Excursion Materials
Employ and evaluate Practical Excursion Students are provided a letter to
Students partake in practical excursion Students unable to provide to parents/caregiver,
safe work practices
to Western Sydney University, ensuring attend the excursion with an accompanying permission
and manage risks.
to note and follow all required safety are provided sample slip. Practical manual of specific
Use appropriate procedures during their time spent at notes which outline the methods is provided on the day
technologies to the University. Students use their activities partaken by by University staff. Students are
ensure and evaluate provided activity sheet to expand their students. Students can provided a set of activities during
accuracy. understanding of cell nature (Resource use these notes within each of their practical stations
B), by examining various microscopic their assessment. (Resource B).
BIO11/12-5 techniques and methods of cell
Assess error, identification, including gram stains.
uncertainty and
limitations in data.
Investigate a variety of BIO11/12-7 Student-Focused Mind Map Activity Mind-Map
prokaryotic and Assess error, Students are instructed to return to Students re-visit their prior-
uncertainty and their mind maps, and if not already created mind map, before
eukaryotic cell
limitations in data. present to create a branch titled creating new branches to explain
structures, including
‘membrane’ in both their prokaryotic and outline new content relative
but not limited to: Construct evidence-
and eukaryotic sectors. Students are to membranes within prokaryotic
based arguments and
Modelling the asked to include their understanding of and eukaryotic cells.
engage in peer
structure and the term ‘fluid mosaic model’, and are
feedback to evaluate
function of the fluid provided time to note their
an argument
mosaic model of the understanding of the membrane and
or conclusion.
cell membrane. its structure and function. Students are
encouraged to follow a ‘think-pair-
share’ basis to share understanding
with their peers.
BIO11/12-6 Student-Led ICT Secondary Research Dependent on time Students utilize ICT devices for
Use scientific Students are posed by the teacher the constraints, students research of content and creation
evidence and critical question ‘How does the Phospholipid may submit their task of presentation.
thinking skills to solve bilayer influence membrane directly to the Google Presentation may be in the form
problems. potential?’. In groups of 3-4 students Classroom folder, of a Prezi, or PowerPoint.
collaboratively research the structure before downloading a
BIO11/12-7 of the phospholipid bilayer within a separate group
Select and use membrane and its function within the presentation and
suitable forms of fluid mosaic model. Students are briefly analyzing it as a
digital, visual, written advised to present their findings as a homework task.
and/or oral forms of mini-presentation (1-2 minutes) with
communication. emphasis on visual cues including
pictures or diagrams, before uploading
their presentations into a Google
Classroom folder.
BIO11/12-5 Student-Driven Model Development Model Development
Assess the relevance, Students are provided different colored Students are provided sufficient
accuracy, validity and play-dough and are instructed to play-dough to create each desired
reliability of primary create a scaled diagram depicting the organelle (required level is
and secondary data fluid mosaic model, before completing dependent on classroom ability).
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and suggest a labelled drawing in their books
improvements to including the phospholipid bilayer and
investigations. polar heads vs non-polar tails.
Inquiry question: How do cells coordinate activities within their internal environment and the external environment?
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
Investigate the way in BIO11/12-3 Student independent research Students of lower Students utilize ICT devices to
which materials can Students are instructed to ability are provided a conduct secondary research
Select and extract
independently research the term pre-designed diagram, pertaining to their content
move into and out of information from a
osmosis. Within their responses, wherein students must required.
cells, including but not wide range of reliable
students are expected to outline the label the components Comparative Chart
limited to: secondary sources
process of osmosis, its effects on water present.
and acknowledge Students are provided a template
balance, and a comparison between
Conducting them using an for a chart to compare plant vs
hypertonic vs isotonic environments
a practical accepted referencing animal cells in terms of osmosis
within a cell. Students must use their processes in given environments.
investigation mo style.
research to create diagrams depicting
delling diffusion the process of osmosis within both
and osmosis. plant cells and animal cells.
BIO11/12-6
Students may be Structured Mini-Presentation
Use scientific Teacher-Guided Mini-Presentation challenged to create a
evidence and critical Nearpod presentation containing
Teacher provides a presentation flow chart of the
thinking skills to solve imagery and small videos
pertaining content relative to location breakdown of
problems. outlining the processes of
and function of energy generation molecules to provide
glycolysis and oxidation. Students
within cells. Teacher discusses the energy via food.
are provided questions and fill-
processes of glycolysis and oxidation,
the-blank activities within the
before discussing the concept of
presentation.
‘reserve energy’ such as glycogen in
animal cells.
Teacher poses the question ‘How do
animal cells utilize complex molecules
to attain energy from food?
Investigate cell BIO11/12-6 Student Collaborative Discussion Cells Mind-Map
requirements, Use scientific Students are posed the question ‘How
including but not do cells utilize nutrient intake to
evidence and critical
limited to: enhance gas exchange?’. Students
thinking skills to solve
discuss their ideas, using their cell
Matter, problems. mind-map to expand upon new
including gases,
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simple nutrients ‘branches’ before sharing ideas as a
and ions. class.
Removal of Structured Mini-Presentation
BIO11/12-5 Teacher utilizes imagery and
wastes.
Derive trends, Teacher-Driven Mini-Presentation relevant information of key
Teacher-led Nearpod presentation
patterns and concepts within a small
describes cell energy intake. Emphasis
relationships in data presentation to outline cell
is placed upon the different
and information. energy intake, and different
requirements based upon the type of requirements dependent on cell
plant or animal cell, using examples of type. Teacher emphasises the
hemoglobin as a requirement of red features that distinguish plant
blood cells, as opposed to requirement and animal cells, including the
of carbon dioxide within plant cells. requirements of carbon dioxide
vs oxygen.
BIO11/12-5
Students are provided Student Simulation Activity
Derive trends, Student-Driven Simulation the opportunity to read https://phet.colorado.edu/en/si
patterns and Demonstration and review their mulation/legacy/membrane-
relationships in data Students use ICT devices to investigate classmates responses as channels
and information. the influence of ions within cells and means of assessing Students return to cell
Assess error, their function through a provided both their own, and membrane simulation, however
uncertainty and simulation. Students complete the their peers’ level of are required now to place more
provided activities within the understanding. emphasis in their responses upon
limitations in data.
simulation, before creating a line graph the movement of the particles
BIO11/12-7 depicting the rates of movement demonstrated within the activity.
Select and apply across the membrane under the Students use their books to
influence of leaking or gated channels. create a graph comparing data to
appropriate scientific
Students use their understanding their peers, as well as their
notations, written response paragraph.
gained from these activities to create a
nomenclature and paragraph answering the question of
scientific language to ‘Describe the means in which energy
passes through cells, and the factors
that influence this flow. Within your
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communicate in a response, discuss the expenditure of
variety of contexts. waste products from each cell citing
specific examples.’
Investigate the BIO11/12-7 Student Discussion Students in a lower Refresher Activity
biochemical Construct evidence- Students collaboratively share ideas on ability classroom are Activity highlights questions
processes of based arguments and their understanding of the terms provided a formula pertaining to the formula for
photosynthesis, cell photosynthesis and cellular respiration, sheet for the chemical respiration, before creating an
engage in peer
respiration and the particularly HOW and WHY these equation of both analogy for enhanced memory of
feedback to evaluate processes occur. Students complete a photosynthesis and
removal of cellular the concept.
products and an argument refresher activity examining the respiration.
wastes in eukaryotic or conclusion. chemical formula for each form of
cells. respiration, and the waste products
created.
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accepted referencing different manners in which it http://journals.plos.org/pl
style. can be stored (e.g osone/article?id=10.1371
carbohydrates) /journal.pone.0152016
Describe THREE factors that https://www.khanacade
influence the rate of cellular my.org/science/biology/c
respiration. ellular-respiration-and-
Relate the process of cellular fermentation/oxidative-
respiration to weight gain/loss phosphorylation/a/oxidati
in an individual. How is this ve-phosphorylation-etc
process affected by cellular
respiration?
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Students discuss catalysts and are
guided toward the topic of enzymes.
Conduct a practical BIO11/12-3 Students are posed the question ‘What Cells Mind-Map
investigation to is the role of enzymes within cells, and
Select and extract
model the action of how do they influence the rate of
information from a reactions?’. Students create a new
enzymes in cells.
wide range of reliable branch of ‘enzymes’ on their mind map
secondary sources before collaboratively discussing ideas
and acknowledge concerning the role of enzymes, as well
them using an as different types in differing
accepted referencing organisms, for example enzymes within
humans vs plants. Students identify
style.
why enzymes are needed, before
linking their understanding to bodily
functions such as digestion.
BIO11/12-1 Student-Led Practical Demonstration Materials can be either Structured Support Document
Students collaboratively investigate the presented to students Document contains a background
Develop and evaluate
‘lock and key’ model of enzymes, as whole objects, or of the lock-and-key method, as
inquiry questions and noting the method of which this model pre-prepared well as a list of optional
hypotheses to identify represents. Students use their findings dependent on ability materials. Students use the pre-
a concept that can to design an investigation to and time constraints. designed method based upon
be investigated demonstrate this method using pool Students may have the their chosen materials to design
scientifically, noodles, sponges, and polystyrofoam opportunity to design their model, with hints provided
involving primary and Students are instructed to create a their model materials. in the document describing
secondary data. ‘label’ (individual piece) to signify the common benefits of using
Modify questions and
activation site, the enzyme, and the models.
hypotheses to reflect substrate, before justifying their
new evidence. design. Students evaluate their
completed models against their peers,
discussing the benefits and limitations
BIO11/12-3 of using such materials to create this
Use appropriate
model.
technologies to
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ensure and evaluate
accuracy.
BIO11/12-4
Apply quantitative
processes where
appropriate.
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BIO11/12-5 Collaborative Results Analysis Protease: Students prepare two
Derive trends, Students share their results as a class beakers containing gelatine,
for the above experiments, describing before adding a sample of
patterns and
possible causes of variation in results. Bromelain in one beaker, and
relationships in data Students use these results to discuss adding the mixtures to a cool-
and information. factors that may affect the rate of room. Students compare the rate
Assess the relevance, enzyme activity, with a particular at which the gelatine reacts with
accuracy, validity and emphasis on temperature and Ph. the temperature when
reliability of primary Students are posed the question ‘Why influenced by enzymes.
and secondary data does a slow metabolism typically result Lipase: Students prepare
in weight gain? Inversely, why does an solutions of lipase before
and suggest
individual with a fast metabolism incubating at different
improvements to typically hold less body fat?’. Students temperatures, and noting the
investigations. relate their findings and prior change in concentrations based
understanding to identify that a slower upon observations and
rate of breakdown of lipids results in temperature of the liquids.
excessive storage of fat cells in the Students are provided space in
body. their notes to create their
required tables and graphs.
Investigate the BIO11/12-1 Student Collaborative Discussion ICT Resource Assistance
effects of the Develop and evaluate Students complete refresh activity of Students are provided links to
environment on inquiry questions and their prior investigations relating enzyme websites such as the following as
enzyme activity activity during digestion, particularly that means of assisting their research;
hypotheses to identify
through the of the breakdown of carbohydrates
a concept that can https://www.drupalbycity.com/eff
collection of within the mouth via saliva. Students are
be investigated ect-of-temperature-and-ph-on-
posed the question ‘How does the
primary or enzyme-activity/
scientifically, involving environment influence enzyme activity,
secondary data.
primary and secondary and how can we model this?’. Prior to
data. practical investigation, students utilize
ICT resources to determine the influence
of temperature and pH on enzyme
BIO/12-5
activity, utilizing examples such as
insects dying during winter, before their
eggs become dormant until conditions
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Derive trends, patterns are warmer and their enzymes become
and relationships in more active.
data and information.
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Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
Evaluating the overall success of this unit must foremost be determined by student feedback. This is achieved using the following determinates:
Have all students submitted their work on time, with a proficient level of engagement?
How was student participation demonstrated?
Have all students demonstrated understanding of instruction, and shown engagement within a collaborative environment?
How has the scaffolding provided allowed students of all learning abilities to express their knowledge within the classroom?
Furthermore, a final survey, such as a ‘like, dislike, next time’ thinking tool may be utilized to gain an insight into student interest, providing essential feedback
to the teacher through voicing opinions or concerns of the content.
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Resources:
Resource A: Pre-Assessment Task
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Resource B: Letter to parents & University Practical analysis
2
3
Resource C: Practical Investigation
4
5
6
7
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Discussion:
This unit of work is structured in such a manner that promotes a flexible, relaxed environment within the
classroom. Progression of student understanding is enhanced through examination of the links between
scientific understanding, and social development (Osborne, Erduran & Simon, 2004). In order to address
depth in student understanding, this unit places a heavy focus upon two key factors, being Inquiry-Based
Learning, as well as promotion and expansion upon collaborative engagement through primary and secondary
experiments and investigations. Foremost, reflection upon student understanding is demonstrated through
multiple forms of assessment, whether informal or final summative assessment. These assessments act to
demonstrate enduring understanding in a manner that succinctly aligns student-learning activities with
content outcomes to be met (Huff, Steinberg & Matts, 2010). Students are presented with opportunity to
relate foundational understanding through means of pre-assessment tasks, both prior to the unit, as well as
discussions throughout the unit. In achieving this opportunity, students demonstrate enhanced social
capability, as well as the creation of a positive, focus-driven learning environment (Trigwell, Prosser &
Waterhouse, 2011).
Appropriate incorporation of Inquiry Based Learning (IBL) provides a key role in developing and
determining academic success of students (Wang, Lin, Spalding, Klecka & O’Dell 2011). IBL is demonstrated via
two key factors, being scaffolded learning tools, and foremost the premise of future focused learners, wherein
students demonstrate skills and abilities across multiple curriculum areas (Hodson, 2016). Prior to beginnings
of sub-topics within this unit, students are posed scenarios, and small inquiry questions. Through response to
these questions, students present reasoning and logical thinking, allowing a teacher to adjust their content
delivery based upon student inferences (Blessinger & Carfora, 2014). Appropriate usage of student learning
tools within this unit, including mind-maps, flow-charts and PEEL paragraphs enhances student opportunity to
share their understanding in manners which reflect critically upon content outcomes to enhance their
academic ability (Hooper, 2008; Wang, Lin, Spalding, Klecka & O’Dell, 2011). Construction and usage of such
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learning tools, with mind-mapping as a specific reference, allows students a visual representation of data and
knowledge, providing a chance for students to visually gauge their proficiency of the content at hand
(Kolodner & Nagel, 1999). Finally, enhancement of visual tasks such as simulation activities within this unit
challenges students to rationalise and hypothesise based upon their prior understanding, and inferences
made through collaborative discussion (Raes, Schellens, DeWever & Vanderhoven (2012).
presses for enhancement of future focused learning (FFL) (Krueger & Casey, 2014). Students are guided with
various levels of scaffolding to demonstrate the interlocking components of FFL, including effective
collaborative communication, creative expression, connection of critical content, and embracing of culture
(Dolmans, Grave, Wolfhagen, & Van Der Vleuten, (2015). As students, this pedagogical approach is beneficial
in that it provides a personalised approach to learning, where students take control of their own learning with
an understanding of how they learn (Parsons, 2017). Completion of the microscopic analysis practical
method design and risk analysis, before demonstrating reflection upon creativity and critical thinking through
analysis of results attained. Furthermore, this collaborative engagement allows for the unification of diverse
cultures, as students present their ideas in a non-invasive environment within the classroom (Barron &
Darling-Hammond, 2008). From an educator’s perspective, utilising this FFL approach signifies the building of
a personalised, inclusive learning environment (Parsons, 2017). Student engagement via ICT research
investigations, as well as the construction of student presentations allows a teacher to build upon a culture of
continuous learning, providing opportunities for students to participate in knowledge-building tasks facilitated
The incorporation and emphasis of collaborative engagement within the classroom acts to allow
students to observe, analyse, and draw conclusions from their studies, in such a manner that demonstrates
critical thinking (Blessinger & Carfora, 2014; Hooper, 2008). Students are provided opportunity to
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demonstrate these qualities within their primary investigations in the unit. With scaffolded assistance where
required, students form pairs or small groups during each of their investigations, completing tasks such as
research and creation of a visual poster presentation. Such tasks promote enduring understanding within the
students, through utilisation of interactive frameworks that act to enhance critical reflection upon completion
(Adams, 2010). The provision of the practical excursion to Western Sydney University (Resource C) allows a
teacher to assess student understanding and ability to link concepts as groups, but foremost allows students
to demonstrate social capability within an external environment to their classroom (Issue, 2015).
consider the benefits of such activity at an individual level. Such usage of student-created presentations, as
well as whole-class analysis and discussion acts to enhance differentiation of multiple student abilities (Capern
& Hammond, 2014). Students of gifted academic ability are provided opportunity to express their
understanding, and even present their knowledge in a ‘teacher’ form through flipped classroom activities.
Furthermore, literature supports that students with emotional/behavioural disorders engage greater with
content when working collaboratively with classmates, thus providing the fundamental rationale for such
Together with these highlighted practical investigations, students utilise a group-sharing basis within
secondary research tasks. The provision of ‘role statement sheets’ within the plan allows students to allocate
tasks amongst one another, but also to demonstrate collaborative technological development through ICT
research. Such tasks act to directly enhance student social and academic capability, whilst also allowing for
the development of appreciation of class values, as well as enhancing diversity at an educational standpoint
Finally, the inclusion of such practical investigations allows for the opportunity for students to
demonstrate two key social capability factors; Enhancement of cooperative attitudes at a school-wide and
community-wide scale, and the promotion of student self-responsibility, and responsibility for their peers.
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Tasks such as classroom discussions, and the initial pre-assessment of this unit allow students to engage with
one-another in a non-invasive manner, whilst also enjoying the learning tasks at hand through group
Together, these two key pedagogical focus points of inquiry based learning and collaborative
approaches to the classroom act to not only differentiate learning needs of students, but to create a positive,
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References:
Adams, W.K. (2010). Student engagement and learning with PhET interactive simulations. Journal of
com.ezproxy.uws.edu.au/docview/1497192689/abstract/FED1968BA7DE4169PQ/1?accountid=
36155.
Barron, B., & Darling-Hammond, L. (2008) Teaching for meaningful learning: A review of research on
Blessinger, P., & Carfora, J.M. (2014). Inquiry-based learning for faculty and institutional development:
A conceptual and practical resource for educators. Galston. Emerald Group Publishing Limited.
Capern, T., & Hammond, L. (2014) Establishing positive relationships with secondary gifted
students and students with emotional and behavioural disorders: Giving these diverse
DOI:10.14221/ajte.2014v39n4.5.
Dolmans, D.H.J.M., Grave, W.D., Wolfhagen, I.H.A.P., & Van Der Vleuten, C.P.M (2015). Problem-based
learning: Future challenges for educational practise and research. Medical Education, 39(7),
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Hodson, D. (2016). Time for action: Science education for an alternative future. International Journal
Hooper, B. (2008). Stories we teach by: Intersections among faculty biography, student formation, and
Huff, K., Steinberg, L., & Matts, T. (2010). The promises and challenges of implementing evidence-
Issue, C. (2015). Visual frictions. Journal of Aesthetics and Culture, 7, 45-61. DOI: 10.3402/jac.v7.30655.
Jang, S. (2009). Exploration of secondary students’ creativity by integrating web-based technology into
DOI:10.1016/j.compedu.2008.08.002.
Kolodner, J., & Nagel,K. (1999). The design discussion area: A collaborative learning tool in support of
learning from problem-solving and design activities. In Hoadley, C., & Roschelle, J. (Ed.)
Proceedings of computer support for collaborative learning (CSCL) 1999 Conference (300-307).
Krueger, R.A., & Casey, M.A. (2014). Focus Groups: A Practical Guide for Applied Research. Minnesota.
Sage Publications.
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Laal, M., & Ghodsi, S.M. (2012). Benefits of collaborative learning. Procedia – Social and Behavioral
NESA. (2017). Learning across the Curriculum. NSW Education Standards Authority. Retrieved from
http://syllabus.nesa.nsw.edu.au/english/english-k10/learning-across-the-curriculum.
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science.
Parsons, D. (2017). Future- Focused Learning: Teaching for the 21st century learners. Retrieved from
http://elearning.tki.org.nz/Teaching/Future-focused-learning.
Raes, A., Schellens, T., DeWever, B., & Vanderhoven, E. (2012). Scaffolding information problem
solving in web-based collaborative inquiry learning. Computers & Education, 59(1), 82-94. DOI:
10.1016/j.compedu.2011.11.010
Spada, N. (2011). Beyond form-focused instruction: Reflections on past, present and future research.
Trigwell, K., Prosser, M., & Waterhouse, F. (2011). Relations between teachers’ and approaches to
teaching and students’ approaches to learning. Higher Education, 37(1), 57-70. DOI:
10.1023/A:1003548313194.
Wang, J., Lin, E., Spalding, E., Klecka, C.L., & Odell, S.J. (2011). Quality teaching and teacher education:
10.1177/0022487111409551.
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