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You searched for +publisher:"University of New Mexico" +contributor:("Zancanella, Don"). Showing records 1 – 6 of 6 total matches.

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University of New Mexico

1. Horning, Misty Nichole. Responding to the Storyworld of The Hunger Games through a Fan Fiction Fandom.

Degree: Language, Literacy, and Sociocultural Studies, 2016, University of New Mexico

 Many reader response theorists have researched how readers respond to literature; however, my dissertation addresses the question of what the nature of fan fiction responses… (more)

Subjects/Keywords: response to literature; reader response; transactional theory of reading; Louise Rosenblatt; Henry Jenkins; fan fiction; The Hunger Games

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Horning, M. N. (2016). Responding to the Storyworld of The Hunger Games through a Fan Fiction Fandom. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/33029

Chicago Manual of Style (16th Edition):

Horning, Misty Nichole. “Responding to the Storyworld of The Hunger Games through a Fan Fiction Fandom.” 2016. Doctoral Dissertation, University of New Mexico. Accessed February 21, 2019. http://hdl.handle.net/1928/33029.

MLA Handbook (7th Edition):

Horning, Misty Nichole. “Responding to the Storyworld of The Hunger Games through a Fan Fiction Fandom.” 2016. Web. 21 Feb 2019.

Vancouver:

Horning MN. Responding to the Storyworld of The Hunger Games through a Fan Fiction Fandom. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1928/33029.

Council of Science Editors:

Horning MN. Responding to the Storyworld of The Hunger Games through a Fan Fiction Fandom. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/33029


University of New Mexico

2. Otter, Dan. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.

Degree: Language, Literacy, and Sociocultural Studies, 2010, University of New Mexico

 The purpose of this study was to learn teacher attitudes and beliefs about teaching personal finance, as well as teacher understanding of a few core… (more)

Subjects/Keywords: Financial literacy – Study and teaching (Elementary) – United States; Financial literacy – Study and Teaching (Secondary) – United States; Finance; Personal – Study and teaching (Elementary) – United States; Finance; Personal – Study and teaching (Secondary) – United States; Teachers – Attitudes – Research

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APA (6th Edition):

Otter, D. (2010). TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10977

Chicago Manual of Style (16th Edition):

Otter, Dan. “TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.” 2010. Doctoral Dissertation, University of New Mexico. Accessed February 21, 2019. http://hdl.handle.net/1928/10977.

MLA Handbook (7th Edition):

Otter, Dan. “TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.” 2010. Web. 21 Feb 2019.

Vancouver:

Otter D. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1928/10977.

Council of Science Editors:

Otter D. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10977


University of New Mexico

3. Ball, Diane. The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom.

Degree: Language, Literacy, and Sociocultural Studies, 2010, University of New Mexico

 In 2006, the Japanese American National Museum funded a three year curriculum development project entitled Enduring Communities: Japanese Americans in Arizona, Colorado, New Mexico, Texas… (more)

Subjects/Keywords: Secondary Social Studies Curriculum; Curriculum Development; Social Studies; Narrative Inquiry; Reflection; Reflective Teacher Practice; Teacher-driven curriculum development

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APA (6th Edition):

Ball, D. (2010). The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10855

Chicago Manual of Style (16th Edition):

Ball, Diane. “The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom.” 2010. Doctoral Dissertation, University of New Mexico. Accessed February 21, 2019. http://hdl.handle.net/1928/10855.

MLA Handbook (7th Edition):

Ball, Diane. “The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom.” 2010. Web. 21 Feb 2019.

Vancouver:

Ball D. The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1928/10855.

Council of Science Editors:

Ball D. The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10855


University of New Mexico

4. Cole, Anna Gahl. ADOLESCENT GEOGRAPHIES IN THE CLASSROOM: INTERACTIONS WITH PLACE- AND COMMUNITY-BASED EDUCATION.

Degree: Language, Literacy, and Sociocultural Studies, 2010, University of New Mexico

 The purpose of this study was to examine three phenomena, 1.) the classroom struggles and successes of students and teachers participating in a place- and… (more)

Subjects/Keywords: Place-based education – United States; Education; Secondary – Social aspects; Human ecology – Social aspects; Place attachment; Adolescence – Social aspects

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cole, A. G. (2010). ADOLESCENT GEOGRAPHIES IN THE CLASSROOM: INTERACTIONS WITH PLACE- AND COMMUNITY-BASED EDUCATION. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10859

Chicago Manual of Style (16th Edition):

Cole, Anna Gahl. “ADOLESCENT GEOGRAPHIES IN THE CLASSROOM: INTERACTIONS WITH PLACE- AND COMMUNITY-BASED EDUCATION.” 2010. Doctoral Dissertation, University of New Mexico. Accessed February 21, 2019. http://hdl.handle.net/1928/10859.

MLA Handbook (7th Edition):

Cole, Anna Gahl. “ADOLESCENT GEOGRAPHIES IN THE CLASSROOM: INTERACTIONS WITH PLACE- AND COMMUNITY-BASED EDUCATION.” 2010. Web. 21 Feb 2019.

Vancouver:

Cole AG. ADOLESCENT GEOGRAPHIES IN THE CLASSROOM: INTERACTIONS WITH PLACE- AND COMMUNITY-BASED EDUCATION. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1928/10859.

Council of Science Editors:

Cole AG. ADOLESCENT GEOGRAPHIES IN THE CLASSROOM: INTERACTIONS WITH PLACE- AND COMMUNITY-BASED EDUCATION. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10859


University of New Mexico

5. Yaqub, Connie. Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners.

Degree: Language, Literacy, and Sociocultural Studies, 2013, University of New Mexico

  The purpose of this qualitative study is to examine principals perceptions of their responsibilities for English language learners (ELLs) and their beliefs about what… (more)

Subjects/Keywords: English language  – Study and teaching  – Foreign speakers  – Administration; School principals  – Attitudes; Educational leadership  – Case studies; Bilingual, Multilingual, and Multicultural Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yaqub, C. (2013). Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/22081

Chicago Manual of Style (16th Edition):

Yaqub, Connie. “Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners.” 2013. Doctoral Dissertation, University of New Mexico. Accessed February 21, 2019. http://hdl.handle.net/1928/22081.

MLA Handbook (7th Edition):

Yaqub, Connie. “Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners.” 2013. Web. 21 Feb 2019.

Vancouver:

Yaqub C. Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1928/22081.

Council of Science Editors:

Yaqub C. Principals' Perceptions of Their Responsibilities and Practices Related to English Language Learners. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/22081

6. Jurich, Charles. Quiet on the Set!: Writing Socially in an Elementary After-School Video Club.

Degree: Language, Literacy, and Sociocultural Studies, 2014, University of New Mexico

 The research presented is a qualitative case study of an after-school video club for elementary age students. The focus of the project revolved around one… (more)

Subjects/Keywords: new literacies; writing; video

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jurich, C. (2014). Quiet on the Set!: Writing Socially in an Elementary After-School Video Club. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23554

Chicago Manual of Style (16th Edition):

Jurich, Charles. “Quiet on the Set!: Writing Socially in an Elementary After-School Video Club.” 2014. Doctoral Dissertation, University of New Mexico. Accessed February 21, 2019. http://hdl.handle.net/1928/23554.

MLA Handbook (7th Edition):

Jurich, Charles. “Quiet on the Set!: Writing Socially in an Elementary After-School Video Club.” 2014. Web. 21 Feb 2019.

Vancouver:

Jurich C. Quiet on the Set!: Writing Socially in an Elementary After-School Video Club. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/1928/23554.

Council of Science Editors:

Jurich C. Quiet on the Set!: Writing Socially in an Elementary After-School Video Club. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/23554

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