Being a teacher is an extremely challenging profession and highly underappreciated. Schools are failing left and right and teachers are getting burnt out quicker than ever. People are leaving the profession because of low salaries and crazy expectations with standardized testing. This book is to help educators reconnect to the real reasons they chose to teach. The principles of rigor, results, rti, leadership, and reflection implemented with love are essential for success as an educator. Along with these principles, there were key rules to follow in order to maintain personal career growth and find success in education. This book informs educator's on how to practice education with love which is quintessential to any educators progression.

Frustrated by her students’ performance, her relationships with them, and her own daughter’s problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students—people in general—master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a "reintegration of learning with life."

Mini-set L: Sociology of Education re-issues 48 volumes originally published between 1928 and 1990. The books in this mini-set discuss: Teaching and social change, research processes in education, class, race, culture and education, marxist perspectives in the sociology of education, the family and education, the sociology of the classroom and school organization.

This project was originally designed as a teaching tool to be used by parents, teachers, students, and other professionals who have the wonderful opportunity to work with kids with special needs. It tells about the difficulties that students face in school and with peers from the perspective of the student. It is the perfect preparation tool for creating a welcoming environment for all learners. I can see it as a valuable tool for classroom teachers who are welcoming students with special needs in disability awareness training for all of the students in the classroom. I hope to decrease the difficulties encountered by students with and without disabilities in social and academic interactions.

During the advent of Chicano teatro, dozens of groups sprang up across the country in Chicano/a communities. Since then, teatristas have been leading voices in the creation and production of plays touching minds and hearts that galvanize audiences to action. Barrio Dreams is the first book to collect the work of one of Arizona’s foremost teatristas, playwright Silviana Wood. During her decades-long involvement in theater, Wood forged a reputation as a playwright, actor, director, and activist. Her works form a testimonio of Chicana life, steeped in art, politics, and the borderlands. Wood’s plays challenge, question, and incite women to consider their lot in life. She ruptures stereotypes and raises awareness of social issues via humor and with an emphasis on the use of the physical body on stage. The play Una vez, en un barrio de sueños . . . offers a glimpse into familiar terrain—the barrio and its dwellers—in three actos. In Amor de hija, a fraught mother-daughter relationship in contemporary working-class Arizona is dealt an additional blow as the family faces Alzheimer’s disease. In the tragedy A Drunkard’s Tale of Melted Wings and Memories, and in the trilingual (Spanish, English, and Yaqui) tragicomedy Yo, Casimiro Flores, characters love, live, die, travel through time and space, and visit the afterlife. And in Anhelos por Oaxaca, a grandfather travels back in time through flashbacks, as he and his grandson travel through homelands from Arizona to Oaxaca. Part of Wood’s genius is the way she portrays life in what Gloria Anzaldúa called “el mundo zurdo,” that space inhabited by the people of color, the poor, the female, and the outsiders. It is a place for the atravesados, the odd, the different, those who do not fit the mainstream. The people who inhabit Wood’s plays are common folk—janitors, mothers, grandmothers, and teenagers—hardworking people who, in one way or another, have made their way in life and who embody life in the barrio.

The problems this book discusses are the same now as they were 25 years ago: unemployment, poor housing, inadequate facilities, poverty, racism, violence. What is the function of a school in such a situation? Although many schools hold reformist ideals, their practice is constrained by organisational demands. School organisation is based upon a coercive theory of social control which is intolerant of expressions of individuality by teachers and pupils. Needs for individuality may be mistaken for deviance, and deviance is at least in part produced by, or exacerbated by, school organisation. The author maintains that schooling is therefore largely maladjusted to the needs of individuals.

Question 6: Do You Think It Is Important to Teach Latino and Mexican-American Studies? -- "This Question Is Immense"--Question 7: What Kinds of Things Should Be Taught? -- "It Does Not Make Any Difference What Ethnic Group the Teacher Belongs To"--Question 8: Who Should Teach Latino and Mexican-American Studies? Anglos? Latinos? Why? -- "Jumping Through a System of Hoops" -- Question 9: What Does "Education" Mean to You? What Should It Be? Should It Be Different From What It Is? -- "Finding Satisfaction with Your Place in Society" -- Question 10: What Does Success Mean to You? -- "The Availability of Choices" -- Question 11: What Do You Think Are the Most Important Things for a Latino Student to Achieve in Life? -- "They Can Be Their Own Worst Enemy" -- Question 12: What Obstacles Do Latino Students Face in Reaching Their Goals? -- Summary and Conclusions -- For Discussion -- References -- 8 Toward a Self-Definition of Success -- The Politics of Language -- Teacher-Student Interactions -- Mechanisms of Discipline -- School Classroom Instruction -- Interracial Conflict -- Issues of Resistance and Identity -- Summary of the Students' Findings -- Students' and Teachers' Findings -- Concluding Statements -- References -- 9 Conclusion: Students' Concerns and Recommendations for Educational Reform -- Administrative and School Climate Changes -- Students' Recommendations Regarding Discipline Procedures -- Systemic School Reforms -- Students' Recommendations Related to School Reforms -- Transformations in Teacher-Student Interactions -- Concluding Statements -- References -- Epilogue -- Postscript: What Does the 2016 Election Mean for Latinos in the U.S.? -- Appendix -- Glossary -- About the Authors -- Index