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'Welcome to the Hellmouth'; Harnessing the Power of Fandom in the Classroom

in: Stuller, Jennifer K., ed. Fan Phenomena: Buffy the Vampire Slayer. Chicago: Intellect, 2013. p. 74-83.

Added interest, added value

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 24-32.

Brave new classroom: using science fiction to teach political theory

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 203-216.

Breaching barriers between work and play

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 123-137.

Buffy versus Bella: teaching about place and gender

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 182-202.

Chronicles and Canticles: Curriculum as Science Fiction Text

in: Weaver, John A./Anijar, Karen/Daspit, Toby, eds. Science Fiction Curriculum, Cyborg Teachers, and Youth Culture(s). New York: P. Lang, 2004. p. 37-50.

Classroom Delphi

The Professional Geographer 34(1): 71-79. February 1982.

Corruptible power

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 105-122.

Critical thinking and post-apocalyptic literature

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 88-104.

Curriculum Theorists as Spawns

in: Weaver, John A./Anijar, Karen/Daspit, Toby, eds. Science Fiction Curriculum, Cyborg Teachers, and Youth Culture(s). New York: P. Lang, 2004. p. 21-36.

Environmental Fiction for Pedagogic Purposes

Monticello, Illinois: Council of Planning Librarians, 1974. 21 p.

Fantasy classics: Hobbits and Harry in interdisciplinary courses

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 138-147.

Flights of Fantasy,

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 47-57.

From Beowulf to Post-modernism: Interdisciplinary Team-Teaching of J. R. R. Tolkien's The Lord of the Rings,

in: Wells, Sarah, ed. The Ring Goes On Forever: Proceedings of the Tolkien 2005 Conference: 50 Years of The Lord of the Rings. Coventry, UK: Tolkien Society, 2008. Volume 1, p. 106-111.

Fusion curriculum

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 58-73.

Hansel, Gretel, and Coraline

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 151-170.

Incarnations of immortal creations

in: Dial-Driver, Emily; Emmons, Sally L. A., and Ford, Jim, eds. Fantasy Media in the Classroom: Essays on Teaching with Film, Television, Literature, Graphic Novels, and Video Games. Jefferson, NC: McFarland, 2012. p. 217-247.

Jules Verne a I'ecole de I'utopie: Peut-on initier les eleves du primaire a I'anticipation?

in: Mustiere, Philippe and Fabre, Michel, eds. Rencontres Jules Verne: Sciences, crises et utopies. Nantes: Coiffard Libraire Éditeur, 2013. p. 341-351.

Narrative Experiments: Manifesting Cyborgs in Curriculum Inquiry

in: Weaver, John A./Anijar, Karen/Daspit, Toby, eds. Science Fiction Curriculum, Cyborg Teachers, and Youth Culture(s). New York: P. Lang, 2004. p. 89-108. (Reprinted from Melbourne Studies in Education, 1995)

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