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Condizione: very_good. Jim Fee (illustratore). Book is in very good condition and may include minimal underlining highlighting. The book can also include "From the library of" labels. May not contain miscellaneous items toys, dvds, etc. . We offer 100% money back guarantee and 24 7 customer service.

Perfect Paperback. Condizione: Very Good. Jim Fee (illustratore). Fun with Composers: Age 3 -6: Just for Kids (Childrens Book & CD) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .

Condizione: good. Jim Fee (illustratore). The item shows wear from consistent use, but it remains in good condition and works perfectly. All pages and cover are intact including the dust cover, if applicable . Spine may show signs of wear. Pages may include limited notes and highlighting. May NOT include discs, access code or other supplemental materials.

Perfect Paperback. Condizione: Very Good. Jim Fee (illustratore). Shipped within 24 hours from our UK warehouse. Clean, undamaged book with no damage to pages and minimal wear to the cover. Spine still tight, in very good condition. Remember if you are not happy, you are covered by our 100% money back guarantee.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: new. Paperback. Teachers religious identities shape their classroom practices in varied ways. From the books they select to the relationships they build with students to the way they see their role as a teacher, teachers religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three early-career evangelical Christian teachers as they explore the tension they feel between their teaching identities and their religious identities in the setting of the U.S. public education system. What these portraits make clear is that the prevailing assumption that religious teachers have wholly separate teaching and religious identities is an impossibility, no matter how devoutly it might be wished for, legislated, and imagined. Who are these teachers? How does their evangelical religious identity influence the way they navigate classroom spaces? How are they making sense of their own experiences as a religious person in a public school classroom? Teachers' religious identities shape their classroom practices in varied ways. Their religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three early-career evangelical Christian teachers. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condizione: New.

Unknown. Condizione: Good. No Jacket. Jim Fee (illustratore). Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Unknown. Condizione: As New. No Jacket. Jim Fee (illustratore). Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.

Unknown. Condizione: Very Good. No Jacket. Jim Fee (illustratore). May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Paperback. Condizione: Brand New. 192 pages. 8.75x6.00x0.50 inches. In Stock.

Condizione: As New. Unread book in perfect condition.

Paperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.

Condizione: New.

Hardcover. Condizione: Very Good. 1st Edition. Hardcover, xx + 570 pages, NOT ex-library. Minor wear, book is clean and bright with unmarked text, free of inscriptions and stamps. Issued without a dust jacket. Weight 970g. -- This volume comprises refereed papers & abstracts of the 10th International Conference on the Evolution of Language EVOLANGX 2014. As the leading international conference in the field, the biennial EVOLANG meeting brings together researchers from many subject areas, including anthropology, archaeology, biology, cognitive science, computer science, genetics, linguistics, neuroscience, palaeontology, primatology and psychology. - Contents: Perspectives on EVOLANG: Evolution; Papers: - Diachronic processes in language as signaling under conflicting interests; Syntactic development in phenotypic space; Finding the underpinnings: last quarter century; Strategies for the emergence of first-order phrase structure; What were we talking about? Exchanging social models as a route to language; Why might SOV be initially preferred and then lost or recovered? A theoretical framework; Linguistic animals: Understanding language through a comparative approach; Creative compositionality from reinforcement learning in signaling games; Overlapping & synchronization in the song of Indris (Indri indri); Matter of perspective: Viewpoint phenomena in evolution of grammar; Constructionist approach to the evolution of morphological complexity; Language evolved for storytelling in a super-fast evolution; What iconicity can & cannot do for proto-Language; Did language evolve incommunicado?; Hunter-gatherer egalitarianism enabled grammar to evolve; Grasping compositional patterns in an artificial language by Chinese participants; Emergence of compound signals; Modality switch in human language evolution; Broadcasting to the enemy: Deception as a solution in evolution of language; Recursion is not language domain-specific: Interim results of a research program; On the emergence of bilingualism in a communication "ALL" task as a result of competition between social conformism & language simplification; Establishing a communication system: Miscommunication drives abstraction; On reliability of unreliable information: Gossip as cultural memory; Homo praedicans; Phonatory culture hypothesis; Evolution of tense & aspect; Orofacial gestures in language evolution: Auditory feedback hypothesis; Iconicity & ape gesture; Iterative vocal charades: Emergence of conventions in vocal communication; Constructions, construal & cooperation in the evolution of language; Female philopatry & egalitarianism as conditions for the emergence of intersubjectivity; Role of coordination in regularization; Psychology of biological clocks: A new framework for the evolution of rhythm; Paradox of linguistic complexity & community size; Social interaction influences the evolution of cognitive biases for language; Understanding linguistic structure & evolution of web search queries; Role of iconicity in evolution of linguistic structure; Linearisation of adjectives: Grammatical face of perceptual/conceptual biases?; Supporting evidence for language polygenesis from Neanderthal-Human interbreeding; Language emergence in the laboratory: A method suitable to dynamical systems analysis; Is the syntax rubicon more of a mirage?; Symbol extension & meaning generation in cultural evolution for displaced communication; Fitness landscapes in cultural language evolution: A case study on German definite articles; Social word learning strategies in different cultures; Mental synthesis theory: Dual origin of human language; Cognitive factors motivating the evolution of word meanings: Evidence from corpora, behavioral data & encyclopedic network structure; Magic number 4: Evolutionary pressures on semantic frame structure; -- 98 Abstracts (pp 369-566, each 2 pages long, English language).

Kartoniert / Broschiert. Condizione: New. Teachers religious identities shape their classroom practices in varied ways. Their religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three.

Condizione: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Condizione: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Condizione: New. Brand New Original US Edition. Customer service! Satisfaction Guaranteed.

Condizione: New. Brand New Original US Edition. Customer service! Satisfaction Guaranteed.

Paperback. Condizione: new. Paperback. Teachers religious identities shape their classroom practices in varied ways. From the books they select to the relationships they build with students to the way they see their role as a teacher, teachers religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three early-career evangelical Christian teachers as they explore the tension they feel between their teaching identities and their religious identities in the setting of the U.S. public education system. What these portraits make clear is that the prevailing assumption that religious teachers have wholly separate teaching and religious identities is an impossibility, no matter how devoutly it might be wished for, legislated, and imagined. Who are these teachers? How does their evangelical religious identity influence the way they navigate classroom spaces? How are they making sense of their own experiences as a religious person in a public school classroom? Teachers' religious identities shape their classroom practices in varied ways. Their religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three early-career evangelical Christian teachers. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Condizione: New.

Hardcover. Condizione: new. Hardcover. Teachers religious identities shape their classroom practices in varied ways. From the books they select to the relationships they build with students to the way they see their role as a teacher, teachers religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three early-career evangelical Christian teachers as they explore the tension they feel between their teaching identities and their religious identities in the setting of the U.S. public education system. What these portraits make clear is that the prevailing assumption that religious teachers have wholly separate teaching and religious identities is an impossibility, no matter how devoutly it might be wished for, legislated, and imagined. Who are these teachers? How does their evangelical religious identity influence the way they navigate classroom spaces? How are they making sense of their own experiences as a religious person in a public school classroom? Teachers' religious identities shape their classroom practices in varied ways. Their religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three early-career evangelical Christian teachers. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Condizione: New. Teachers religious identities shape their classroom practices in varied ways. Their religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Hardcover. Condizione: new. Hardcover. Teachers religious identities shape their classroom practices in varied ways. From the books they select to the relationships they build with students to the way they see their role as a teacher, teachers religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three early-career evangelical Christian teachers as they explore the tension they feel between their teaching identities and their religious identities in the setting of the U.S. public education system. What these portraits make clear is that the prevailing assumption that religious teachers have wholly separate teaching and religious identities is an impossibility, no matter how devoutly it might be wished for, legislated, and imagined. Who are these teachers? How does their evangelical religious identity influence the way they navigate classroom spaces? How are they making sense of their own experiences as a religious person in a public school classroom? Teachers' religious identities shape their classroom practices in varied ways. Their religious identities shape their sense of what is possible and impossible within classroom settings. This book examines these complex navigations through portraits of three early-career evangelical Christian teachers. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.