Norton Books in Education 2018 Catalog

2018
Dear Educator,
The newest tites from Norton Books in Education include timely, evidence-based resources for
teachers, administrators, and school support staff on the topics of school discipline, social-
emotional learning, brain research, and early childhood.
From Patricia Jennings, best-selling author of Mindfulness for Teachers, comes The Trauma-
Sensitive Classroom (page 3), a ground-breaking exploration of the effects of trauma on
children and adolescents, and how teachers can support the learning of these vulnerable
students. Early childhood educator Cindy Terebush’s Teach the Whole Preschooler (page 7)
shows how to nurture and prepare our youngest students for a lifetime of learning and growth. In Designing a
Prosocial Classroom (page 5), child development expert Christi Bergin describes effective strategies to foster
collaboration amongst students of any age and create a peaceful, productive classroom. In The School Discipline
Fix (page 4), psychologists Stuart Ablon and Alisha Pollastri provide a fully realized, paradigm-shifting model
that focuses on building student skills rather than on punishment or rewards. And Tracey Tokuhama-Espinosa
builds on her existing work at the cusp of education and neuroscience with two new books: Neuromyths, a
myth-busting look at common misconceptions about the brain and learning, and Five Pillars of The Mind (page
6), a revolutionary rethinking of curriculum based on the way our brains actually receive information.
Also featured of course are many other recent titles that you have shown us are valuable to your work in
schools. See below for details about ordering and discounts: note that schools ordering 10 or more copies get
45% off. Please let us know about the issues that are important to you, whether in the form of a book proposal
or a suggestion for a topic we need to address. Your thoughts are welcome!
Carol Chambers Collins

Editor, Norton Books in Education
212-930-6163
ccollins@wwnorton.com
TABLE OF CONTENTS
NEW AND FORTHCOMING . . . . . . . . . . . . . . . . . . . . 3 DIVERSITY AND EQUITY. . . . . . . . . . . . . . . . . . . . . 18
INSTRUCTIONAL STRATEGIES. . . . . . . . . . . . . . . . . 8 STUDENT MENTAL HEALTH . . . . . . . . . . . . . . . . . . 19
SCHOOL DISCIPLINE . . . . . . . . . . . . . . . . . . . . . . . . . 11 MIND, BRAIN, and EDUCATION. . . . . . . . . . . . . . . . 22
SOCIAL-EMOTIONAL LEARNING. . . . . . . . . . . . . . 14 SPECIAL EDUCATION. . . . . . . . . . . . . . . . . . . . . . . . 29
TO ORDER INDIVIDUAL COPIES

Visit: wwnorton.com/rd/education
Email: orders@wwnorton.com
Call: 1-800-233-4830
Or mail in the order form at the back of this catalog to the address provided or fax it to 1-800-458-6515.
SCHOOLS ORDERING in BULK (10 or more copies) get 45% off:

Email: highschool@wwnorton.com or call 1-800-277-6770.
If you’d like to receive review copies for bulk order consideration, or would like recommendations on which resources
will best help you achieve your professional development goals, please email education@wwnorton.com.
Professors who wish to consider these books for college course adoption can request complimentary examination
copies at wwnorton.com/education. You may also email education@wwnorton.com or call Nicholas Fuenzalida at
212-790-9430 with your request. Please include your 1) department name, 2) institution, 3) UPS shipping address,
4) course name, 5) course enrollment, and 6) text you’re currently using.
Coming in
November 2018
NEW
THE TRAUMA-SENSITIVE
CLASSROOM
Building Resilience with Compassionate Teaching
PATRICIA A. JENNINGS
AND
From the author of the best-selling Mindfulness for
Teachers, a guide to supporting trauma-exposed students
FORTHCOMING
Children and teens exposed to trauma come to school
with disrupted working models of relationships . . . The
good news is that with knowledge and skill, educators
are well positioned to help these students build
resilience in the face of adversity.
Fully half the students in U.S. schools are experiencing or have experienced trauma,
violence, or chronic stress. In the face of this epidemic of trauma among schoolchildren, it
falls increasingly to teachers to provide the adult support these students need to function
in school. But most educators have received little training to prepare them for this role. In
Part I, Jennings describes the effects of trauma on body and mind, and how to recognize
them in students’ behavior. In Part II, she introduces the trauma-sensitive practices she has
developed and implemented in her work with schools. And in Part III, she connects the dots
between mindfulness, compassion, and resilience. Throughout, the text is interwoven with
student profiles and the author’s own story of childhood trauma and recovery.
TABLE OF CONTENTS
Preface: My Story PART III Building Resilience with Mindful
Introduction: Why We Need Compassionate Compassion
Classrooms 6: Building Resilience in Ourselves and Our
Students
PART I Understanding Trauma in Schools
1: Understanding Trauma and Chronic Stress 7: How Mindfulness Builds Resilience
2: When Trauma Comes to School 8: What is Compassion?

9: Cultivating Compassion in the Classroom
PART II Addressing Trauma in Schools
3: Building Supportive Relationships 10: Compassion Resources
4: Creating Safe Spaces
5: Supporting Positive Behavior
Patricia (Tish) Jennings (M.Ed., Ph.D.) is an Associate SUBJECTS:

Professor of Education at the Curry School of Education at
the University of Virginia. Dr. Jennings was awarded the trauma
Cathy Kerr Award for Courageous and Compassionate mindfulness

Science by the Mind & Life Institute in 2018 and was also social-emotional learning
recognized by Mindful magazine as one of “Ten
safe schools
Mindfulness Researchers You Should Know.” Earlier in her career, Dr.
Jennings spent over 22 years as a teacher, school director and teacher
educator. She is also the author of Mindfulness for Teachers: Simple
Skills for Peace and Productivity in the Classroom (see page 15).
ISBN 978-0-393-71186-8 • NOVEMBER 2018 • 208 pages • Paperback • $28.00
Schools get 45% off bulk orders! Email highschool@wwnorton.com

for more information.
3
Coming in
August 2018
FORTHCOMING
THE SCHOOL DISCIPLINE FIX
Changing Behavior Using the Collaborative
Problem-Solving Approach
J. STUART ABLON & ALISHA R. POLLASTRI
A complete guide to a paradigm-shifting model of school discipline.

Disruptive students need problem-solving skills, not punishment
Students who exhibit challenging behaviors . . . are not

refusing to behave any more than a child with dyslexia is
refusing to read. They just can’t.
Traditional school discipline is ineffective and often

damaging, relying heavily on punishments and
AND
motivational procedures aimed at giving students the

incentive to behave better. There is a better way.
Dr. Ablon, director of Think:Kids and his co-author Dr. Pollastri have been working with
NEW
schools across the country to refine the Collaborative Problem-Solving (CPS) approach,
creating a step-by-step program for educators based on the recognition—from research in
neuroscience and related fields—that challenging classroom behaviors are due to a deficit
of skill, not will. This book provides everything needed to implement the program, including
reproducible assessment tools to pinpoint the lagging skills, such as frustration tolerance
and flexibility, that are at the root of students’ challenging behaviors.
Whether you are a teacher, counselor, coach, or administrator, the CPS

SUBJECTS:
approach to school discipline will provide you with a new mindset,
school discipline an assessment process, and an effective intervention plan for each of
classroom management your challenging students. You will walk away with strategies that are
immediately actionable with the students in your life.
executive function
whole child TABLE OF CONTENTS
special education PART I: RETHINKING CHALLENGING BEHAVIORS

PART II: USING COLLABORATIVE PROBLEM-SOLVING
school leadership
PART III: SCALING AND SUSTAINING THE SHIFT IN DISCIPLINE
J. Stuart Ablon, PhD, is associate professor of psychology at Harvard Medical

School and Director of Think:Kids in the psychiatry department at Mass
General Hospital.
Alisha R. Pollastri is a psychologist and researcher at Harvard

Medical School.
ISBN 978-0-393-71230-8 • AUGUST 2018 • 240 pages • Paperback • $24.95
Don’t miss out on new books, free content, special offers, and more!
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4
Coming in
May 2018
NEW
DESIGNING A PROSOCIAL
CLASSROOM
Fostering Collaboration in Students from PreK-12
with the Curriculum You Already Use
CHRISTI BERGIN
AND
Prosocial behavior: a set of social-emotional skills that can
also boost academic achievement
FORTHCOMING
“ An enormously useful guide to the establishment of
a positive learning environment in classrooms—highly
”
readable and engaging. —Nel Noddings, Lee Jacks
Professor of Education Emerita, Stanford University
A prosocial classroom is easy to spot! Students are

engaged in learning, have a warm relationship with
the teacher, and can collaborate smoothly; conflicts and behavioral
problems are the exception rather than the rule. Not only are students happier in this kind
of positive environment, their academic achievement improves. But it’s far from obvious
how to establish and maintain such a productive and peaceful classroom.
In this book, Christi Bergin has distilled the complex literature about social-emotional
learning into a set of tools that all teachers can use to promote prosocial behavior. As with
any skill, fostering kindness and collaboration requires deliberate practice; but it does
not require a separate curriculum. These research-based tools—using effective discipline,
building prosocial habits, developing positive relationships, modeling good coping
strategies—are teaching practices that can be employed within any
content area during regular instruction.
SUBJECTS:
Each chapter includes authentic classroom vignettes, highlights from
social-emotional learning
the research on prosocial behavior, and questions for reflection and
discussion. Designing a Prosocial Classroom is an engaging read and classroom management
an ideal resource for a school-wide book study group; included in an teaching methods
appendix is a case study for review and discussion of the teaching school discipline
tools presented in the chapters.
Christi Bergin is a research professor at the University of

Missouri, and a co-founder of the Network for Education Effectiveness (NEE).
Her extensive experience as a teacher educator, teacher evaluator, and
scientist includes the evaluation of dozens of district and state-wide
programs, consultation on school improvement plans, and lead authorship of
a textbook on child development.
ISBN 978-0-393-71198-1 • 2018 • 272 pages • Paperback • $24.95
Professors—request examination copies for course adoption consideration. Email

education@wwnorton.com with your shipping address and course information.
5
Coming in
NEUROMYTHS September 2018
FORTHCOMING
Debunking False Ideas about the Brain
TRACEY TOKUHAMA-ESPINOSA
Teachers are always eager for information that will have a

positive impact on students’ learning, and neuroscience
research is an exciting source of new ideas. However,
misconceptions or misunderstandings about the brain—
neuromyths—have the capacity to derail rather than improve
teaching and learning.
SUBJECTS: In this fascinating examination,

Tracey Tokuhama-Espinosa
educational neuroscience untangles scientific fact from
curriculum design pedagogical fiction, debunking dozens of widely held beliefs
school improvement
about the brain that have made their way into the education
AND
and reform literature. In each case, from myths about “right-brained” and “left-
brained” people to myths about IQ or about the Internet, she traces
21st C learning
the origins of the belief—often a distortion of research findings—and
NEW
corrects the record with the current state of knowledge. Educators

will find this an invaluable resource not only as a snapshot of current brain research and its
implications for classroom practice, but as a guide for how to avoid neuromyths in future.
Tracey Tokuhama-Espinosa, PhD, is a Professor at Harvard University’s Extension

School and is currently an educational researcher affiliated with the Latin American
Social Science Research Faculty (FLACSO) in Quito, Ecuador. She is also the
founder of Connections: The Learning Sciences Platform, and the author of Making
Classrooms Better and Mind, Brain, and Education Science (see page 24).
ISBN 978-0-393-71323-7 • SEPTEMBER 2018 • 288 pages • Paperback • $32.95
Coming in
FIVE PILLARS OF THE MIND November 2018
Redesigning Education to Suit the Brain

When Dr. Tracey Tokuhama-Espinosa conducted a review of

the cognitive neuroscience literature on the neural networks
involved in human learning, she made a surprising discovery:
there are just five basic pathways (pillars) through which
the human brain takes in, encodes, and recalls information.
These pillars—symbols, patterns, order, relations and
categories—appear to be the foundational building blocks
for all subject area study, as far as the brain is concerned. In
this groundbreaking book, the author shows how our new
understanding of the brain’s efficient pathways can help
schools to improve learning outcomes. A range of options, from moderate to radical
reorganization of the curriculum, is presented.
ISBN 978-0-393-71321-3 • NOVEMBER 2018 • 224 pages • Paperback • $24.95
6
NEW
TEACH THE WHOLE
PRESCHOOLER
STRATEGIES FOR NURTURING DEVELOPING MINDS
CINDY TEREBUSH
AND
“with
[L]ike attending a professional development session
Terebush or being in the classroom with her where
you can hear her discussing the issues that are important
FORTHCOMING
to our field in a personal and conversational manner.
—Amanda Discala, EdM, Child Development Center
”
Director, President, NJAEYC
The world today’s children live in is much different than

the world we knew at their age. This book helps teachers
reconsider their routines, their approaches, their actions,
and reactions in today’s classroom. It considers the whole
child—students not only as vessels for information but as
emotional human beings with newly emerging socialization skills and cognitive abilities who
need to figure out their world.
Chapters in the book cover everything from socialization and behavioral expectations to
emotional capacity and assessing reading and writing readiness. Teachers will learn how to
have realistic expectations of themselves as well as their young students while preparing
them for the years ahead.
Terebush ends each chapter with discussion points for your

communication with parents—a vital part of teaching and something
SUBJECTS:
that is often overlooked.
early childhood education
Acknowledging that there isn’t a quick fix, this book will inspire
classroom management
teachers to lead classrooms that intentionally promote a love of
learning, positive self-image, and prosocial behavior that values the executive function
perceptions, thoughts and emotions of our youngest students. Through whole child
humor and relatable stories, Teach the Whole Preschooler provides new
ideas, helpful hints, and strategies for a more effective experience for
teachers, students, and parents.
Cindy Terebush has spent almost 20 years working in the field of education.
She has experience teaching and directing in daycare, preschool and school
age programs. Cindy is a sought after speaker and professional development
provider. She is a Child Development Associate (CDA) Professional
Development Specialist & Lead Instructor and a New Jersey Workforce
Registry Approved Trainer & Technical Assistance Specialist.
ISBN 978-0-393-71154-7 • 2017 • 237 pages • Paperback • $19.95

7
INSTRUCTIONAL STRATEGIES
TEACH LIKE FINLAND
33 Simple Strategies for Joyful Classrooms
TIMOTHY D. WALKER
Foreword by PASI SAHLBERG, author of
Finnish Lessons
“way
More joy in classrooms and less work for teachers as the
to improving student learning? Sounds incredible, but
the Finns have figured it out, and Tim Walker explains how
American educators can do the same in this engaging and
important book. Teach Like Finland deserves to be widely
”
read and discussed. —Tony Wagner, author of The Global
Achievement Gap and Creating Innovators
Finland shocked the world when its fifteen-year-olds

scored highest on the first Programme for International
Student Assessment (PISA), a set of tests touted for
evaluating critical-thinking skills in math, science, and
reading. That was in 2001; but even today, this tiny Nordic nation continues to amaze.
How does Finnish education—with short school days, homework-free evenings, and little
standardized testing—produce students who match the PISA scores of high-powered,
stressed-out kids in more traditional education systems?
When Timothy D. Walker started teaching fifth graders at a Helsinki public Join the
school, he began a search for the secrets behind the success of Finland’s
conversation with
educational system. Walker has already written about several of those
#teachlikefinland
discoveries, and his The Atlantic article on this topic received more than
500,000 shares. In this book, he gathers all he has learned and reveals how
teachers everywhere can implement these simple practices, which integrate
seamlessly with educational standards in the United States and elsewhere.
Timothy D. Walker is an American teacher living in Finland. He is a

contributing writer on education issues for The Atlantic. He has written
extensively about his experiences for Education Week, Educational
Leadership, and on his blog, Taught by Finland.
Watch a video trailer for the book, a BBC World News interview with Tim, and read interviews
and an excerpt at: wwnorton.com/rd/walker
ISBN: 978-1-324-00125-6 • 2017 • 224 pages • Hardcover • $25.95
SUBJECTS: classroom management, theory of education, theories of learning, teaching methods
8
NPR BOOKS
BEST OF 2016
THE ABCS OF HOW Selection
WE LEARN
26 Scientifically Proven Approaches, How They Work,
and When to Use Them
DANIEL L. SCHWARTZ, KRISTEN P. BLAIR, and
JESSICA M. TSANG
“ The book serves as a much-needed bridge between new

revelations in the science of learning and everyday classroom
practices. Each section is accessible, concise and well-
stocked with primary references and resources.
—NPR Books
”
“principles
A uniquely actionable new book of learning sciences
that can improve teaching and learning. . . .
”
[E]very teacher and student can benefit. —Learning and
the Brain
With everyday language, engaging examples, a sense of humor,

and solid evidence, this book describes 26 unique ways that
students learn. Each chapter offers a concise and approachable
breakdown of one way people learn, how it works, how we know
it works, how and when to use it, and what mistakes to avoid.
The book presents learning research in a way that educators
can creatively translate into exceptional lessons and classroom
practice. Based on a popular Stanford University course, this book features:
•E
asy-to-remember alphabetic organization of techniques for
teaching and learning
•D
escriptions of risks & challenges for each technique because
implementation matters
•P
ractical, approachable examples immediately applicable for
everyday classroom use
Together the theories, evidence, and strategies from each chapter can be combined endlessly
to create original and effective learning plans and the means to know if they succeed.
Daniel L. Schwartz, PhD, is the Dean of the Stanford University Graduate School of
Education and holds the Nomellini-Olivier Chair in Educational Technology. He is
an award-winning learning scientist, who also spent eight years teaching
secondary school in Los Angeles and Kaltag, Alaska. His special niche is the ability
to produce novel and effective learning activities that also test basic hypotheses
about how people learn. Jessica M. Tsang, PhD, and Kristen P. Blair, PhD, are
researchers and instructors at Stanford University’s Graduate School of Education.
ISBN: 978-0-393-70926-1 • 2016 • 288 pages • Paperback • $24.95
SUBJECTS: brain & learning, best practices, theories of learning, learning differences, teaching methods

9
VISUAL NOTE-TAKING FOR
EDUCATORS
A Teacher’s Guide To Student Creativity
WENDI PILLARS
“away
You’ll enjoy the push to your thinking, and walk
with ideas to implement in your very next
”
class. —The North Carolina Science Teachers
Association Newsletter
“Educators
Visual literacy is an absolute game changer for learning.
and students who edu-sketch will find that their
thinking becomes broader and deeper. A whole new mind
emerges. Pillars’ book belongs on every teacher’s desk, right
next to that proverbial apple.
”
—Sunni Brown, best-selling author and
leader of The Doodle Revolution
We’ve come a long way from teachers Studies show

admonishing students to put away
their drawings and take traditional students who
long-form notes. Let’s be honest:
note-taking is boring and it isn’t
hand-write notes
always the most effective way to and doodle learn
retain information. This book is a guide for teachers about getting
your students drawing and sketching to learn visually. more and retain
information longe
Whether in elementary school or high school, neuroscience
has shown that visual learning is a very effective way to retain
r.
information. The techniques in this book will help you work with
your students in novel ways to retain information. Visual note-
taking can be used with diverse learners; all ages; and those who have no drawing
experience. Teachers are provided with a library of images and concepts to steal, tweak, and
use in any way in their classrooms. The book is liberally illustrated with student
examples from elementary and high school students alike.
Wendi Pillars is a National Board Certified teacher who has

been teaching students with English as a second/foreign
language needs in grades K-12, both stateside and
overseas, for 19 years. She has published several articles,
most related to best practices for ELLs, educational
neuroscience, and teacher leadership.
10
SCHOOL DISCIPLINE
DIFFICULT STUDENTS AND
DISRUPTIVE BEHAVIOR IN THE
CLASSROOM
Teacher Responses That Work
VANCE AUSTIN and DANIEL SCIARRA
“ As a college professor of more than 20 years, I very highly

recommend it to all educators who wish to promote positive
interactions when working with difficult students and
disruptive behavior in the classroom. . . . This is a
very impressive, accessible, and extremely well-written
”
book—an outstanding read. —George Giuliani, JD, PsyD,
Associate Professor, Hofstra University
This book presents attachment-based strategies for reaching

and teaching disruptive, difficult, and emotionally challenged students. It addresses the most
common problem behaviors encountered in the classroom, offering not just problem-specific
“best practices” but an attachment-based foundation of sound principles. It empowers
educators to act wisely when problem behaviors occur, improve their relationships with
students, and teach with greater success and confidence.
TABLE OF CONTENTS
Introduction: A Manifesto for Becoming a Good 7: Teaching Children Who Bully and Are Bullied
Teacher 8: Teaching Children Who Are Victims of Bias in
1: Attachment Theory and Its Application to the Classroom
Good Teaching 9: Teaching Children Who Are Survivors of
2: Principles of Pedagogy for Teachers of Suicide
Students with Challenging Behaviors 10: Teaching Children with High Functioning
3: Teaching Children with Disruptive Disorders Autism (HFA) and Social Skill Deficits
4: Teaching Children with Anxiety Disorders 11: Teaching Children with Impulsivity
5: Teaching Children with Depression as 12: Wrapping Up
Presented in the Classroom
6: Teaching Children with Eating Disordered
Behavior as Presented in the Classroom
Vance Austin, PhD, is Associate Professor and Chair of the Department of Special
Education at Manhattanville College and also teachers part-time in a special high
school for students with emotional and behavioral disorders. He has formerly
worked full time as a special education teacher in both public and private schools
where he accumulated over 25 years of teaching experience.
Daniel Sciarra, PhD, LCMHC, NCC, is a psychologist, former school

counselor, and Professor of Counselor Education and Director of
Counseling programs at Hofstra University.

11
Join the conversation with
#8keystoendbullying
SCHOOL DISCIPLINE
THE 8 KEYS TO END BULLYING

ACTIVITY PROGRAM FOR KIDS
& TWEENS
Putting the Keys into Action at Home & School
SIGNE WHITSON
“ofOne of the most comprehensive and helpful pieces

work and education on bullying, written in a way that kids will
actually use. This is a program for everyone, and will change the landscape of education in dealing
with bullying and harassment, especially at the elementary level. Well done and brilliant!
—Tom Murphy, founder and presenter of Sweethearts and Heroes Anti-Bullying Program
”
This two-book program builds key social-emotional skills in young readers, empowering them to
cope with conflict and end bullying in their communities and schools. Younger kids can complete the
activities with a parent or teacher’s guidance, while older kids can learn independently.
This comprehensive set offers dozens of simple worksheets, games, and targeted resources to
cultivate (1) assertiveness, emotion management, and friendship skills in kids vulnerable to bullying,
(2) problem-solving skills for kids who witness bullying, and (3) empathy and kindness skills in kids
who are likely to bully their peers. The Companion Guide for Parents & Educators, a leader’s manual for
the Activity Book for Kids & Tweens, provides practical guidelines and vital background information for
collaborating with kids through each of the activities and lessons.
2 Book set: ISBN: 978-0-393-71212-4 • 2016 • Paperbacks • $36.00
THE 8 KEYS TO END BULLYING ACTIVITY

BOOK FOR KIDS & TWEENS
Worksheets, Quizzes, Games, & Skills for Putting the Keys
Into Action
SIGNE WHITSON
“ The activities are fun to do and I couldn’t wait to see what was
coming next. After I completed the 8 Keys I really wanted to get rid
of bullying at my school. I learned what bullying is and things I can do
”
to stop it. —Ashlyn, age 11
This book is designed to be both useful and fun. There are quizzes,
experiments, questions and answers mixed in with games, puzzles, journaling challenges, and
real-life stories that teach kids how to:
• t ell the difference between rudeness, mean •h
ave fun online and while texting without
behavior, and bullying, hurting others or putting themselves at
• r espond well when someone is bullying risk,
them, •k
eep a cool head and make good
• s tand up for someone else before, during, choices, even when they are upset,
and after bullying, • and more! Books are available
Every part of this book is designed to teach kids how to bring an end to bullying. individually or as a
ISBN: 978-0-393-71180-6 • 2016 • 272 pages • Paperback • $19.95 discounted set!
12
THE 8 KEYS TO END BULLYING ACTIVITY
BOOK COMPANION GUIDE FOR PARENTS
SCHOOL DISCIPLINE
& EDUCATORS
SIGNE WHITSON
“ My 9-year-old daughter has had the unique opportunity of Signe

Whitson being her school’s guidance counselor the past few years.
With Signe, she learned how to work through her feelings in a con-
structive and safe way after feeling bullied by a classmate. . . . Other
children and parents who want help coping with and understanding
bullying behaviors will benefit greatly from this book.
—Tara Schwartz, mother of a 9-year-old, Pennsylvania
”
The 8-12 age range marks a critical window of time in the social and emotional
development of kids, one in which adults are still highly influential. This book
For adults guiding kids enhances the role of parents and educators in helping young people navigate
through the activities challenging social dynamics and overcome bullying. As a “leader’s manual”
in the Activity Book for for The 8 Keys to End Bullying Activity Book for Kids & Tweens, it provides
helpful guidelines and vital background information for leading kids and
Kids & Tweens. students through each of the activities and lessons.
8 KEYS TO END BULLYING

Strategies for Parents & Schools
SIGNE WHITSON
Groundbreaking books have peered into the psychology of bullying
and the cultural climate that—seemingly now more than ever—
give rise to such cruelty and aggression. Social media bullying
and the tragedies stemming from it have given the
widespread problem a new dimension. This book
An in-depth look synthesizes what we know about bullying into 8
at the groundbreaking “ ”
simple, targeted keys that equip educators,
counselors, and parents with practical strategies
bullying prevention to tackle the issue head-on.
principles behind the
While no magic cure-all exists, adults can learn
Activity Program. and implement all sorts of quick and easy techniques that can make a huge
difference in the lives of kids. This book lays out 8 core strategies to do so, like:
• establishing meaningful connections with kids, • reaching out to bullies,

• creating a positive school climate, • empowering bystanders,
• addressing cyberbullying,
• and much more.
• building social emotional competence,
Signe Whitson, a licensed social worker, school counselor, and author, is COO of
the Life Space Crisis Intervention Institute and presents workshops nationwide for
parents and professionals on bullying prevention and helping kids manage anger.
Signe provides training nationwide for professionals, parents, and kids on topics
related to bullying prevention, assertive anger expression, crisis intervention, and
child and adolescent mental and behavioral health.
SUBJECTS: safe schools, best practices, social-emotional learning, classroom management

13
THE WAY OF MINDFUL EDUCATION
SOCIAL-EMOTIONAL LEARNING
Cultivating Well-Being in Teachers and Students
DANIEL RECHTSCHAFFEN, Foreword by JON KABAT-ZINN
“ [P]rovides the reader with ample resources and lessons that can
be used immediately in the classroom. . . . worthy of consideration
by any school leader who values the emotional needs of students
”
and staff members. —Principal, a magazine of the National
Association of Elementary School Principals (NAESP)
With attention spans waning and stress on the rise, many

teachers are looking for new ways to help students concentrate,
learn, and thrive. This book is a practical guide for cultivating
attention, compassion, and well-being in students and in
teachers themselves. Packed with lesson plans, exercises, and
considerations for specific age groups and students with special
needs, this cutting-edge manual demonstrates the real world
application of mindfulness practices in K-12 classrooms.
THE MINDFUL EDUCATION

WORKBOOK
Lessons for Teaching Mindfulness to Students
DANIEL RECHTSCHAFFEN
This workbook offers a step-by-step curriculum of

classroom-ready mindfulness lessons. It’s a trove of
fun, easy activities specially designed to help educators
engage K-12 students and cultivate mindful attributes like
attention, compassion, and well-being. Rich with simple
and effective tips, techniques, worksheets, and guided
exercises developed through extensive on-the-ground
experience with real students and teachers, this book
empowers readers with all the tools they need to integrate
mindful education in the school day. Reproducible worksheets
Contents include: How Does Mindfulness Work? • Mindfulness Lessons for Teachers • Setting
Up a Personal Practice • The Art of Introspection • Ways to Engage our Audience • Nurturing a
Mindful Environment • A Developmental Mindfulness Model • Diversity and Inclusion • Trauma-
Sensitive Mindfulness • Mindfulness Lessons for the Classroom: Learning Objectives • Mindful
Lesson Layout • The Five Realms of Mindful Literacy • Integration Practices • A Day in the Life of
a Mindful Class • Creating Your Own Mindfulness Lessons Worksheet • Recommendations from
Mindful Education Leaders
Daniel Rechtschaffen, Marriage and Family Therapist, has a master’s degree in

counseling psychology. He founded the Mindful Education Institute and the Omega
Mindfulness in Education conference, and has developed a variety of curricula for
mindfulness in the classroom.
ISBN: 978-0-393-71046-5 • 2016 • 256 pages •

Paperback • $24.95
Available as a discounted 2-book set!

ISBN: 978-0-393-7188-2 • 2016 • $39.95 / $29.96

14
MINDFULNESS FOR TEACHERS
Simple Skills for Peace and Productivity in the Classroom
PATRICIA A. JENNINGS, Foreword by DANIEL J. SIEGEL
“toJennings provides a powerful and compelling case for teachers

practice mindful consciousness as it helps teachers analyze
their thoughts and emotions before they become actions. The
intricate definitions, impactful activities, and clear process for
practicing mindfulness are both practical and accessible for any
teacher. In fact, it is difficult to read her book without wanting to
”
practice mindfulness. —Teachers College Record
“Through refined attention to and mindfulness of daily habits and

actions, Jennings illustrates how repeated forms of inquiry can
operate as pedagogical techniques for learning.” —Jennifer Dauphinais, Magnet Resource Teacher,
Quinnipiac STEM Magnet School, New Haven, CT
This best-selling book offers simple, ready-to-use, and evidence-proven mindfulness techniques
to help educators manage the stresses of the classroom, cultivate an exceptional learning
environment, and revitalize both their teaching and their students’ knowledge acquisition. Drawing
on basic and applied research in the fields of neuroscience, psychology, and education, as well as
the author’s extensive experience as a mindfulness practitioner, teacher, and scientist, it includes
exercises in mindfulness, emotional awareness, movement, listening, and more, all with real-time
classroom applications.
TABLE OF CONTENTS
Preface: My Journey from Preschool Teacher to 4: The Power of Positivity
Scientist and Why I Wrote This Book 5: The Heart of Teaching
Introduction 6: Orchestrating Classroom Dynamics
1: What Is Mindfulness? 7: Mindfulness and School Transformation
2: The Emotional Art of Teaching Resources
3: Understanding Your Negative Emotions
Patricia (Tish) Jennings (M.Ed., Ph.D.) is an Associate Professor of Education at

the Curry School of Education at the University of Virginia. Dr. Jennings was
awarded the Cathy Kerr Award for Courageous and Compassionate Science by
the Mind & Life Institute in 2018 and was also recognized by Mindful magazine as
one of “Ten Mindfulness Researchers You Should Know.” Earlier in her career, Dr.
Jennings spent over 22 years as a teacher, school director and teacher educator.
She is also the author forthcoming The Trauma-Sensitive
Classroom (see page 3).
To watch the book trailer, a TEDx Talk, an interview with Jennings on NPR, and
much, much more, visit the Norton web page at: wwnorton.com/rd/jennings
15
TEACHING TRANSFORMATIVE
LIFE SKILLS
A Comprehensive Dynamic Mindfulness Curriculum
BIDYUT BOSE, DANIELLE ANCIN, JENNIFER FRANK,
ANNIKA MALIK
“ The authors offer systematic and evidence-based strategies

that will help students and educators more effectively manage
their stress, regulate their emotions, and establish and
maintain positive relationships. This is a valuable resource
for educators, human service providers, and professionals
who help young people develop strengths to navigate daily
life and challenges effectively.
” —Roger P. Weissberg, PhD, Chief
Knowledge Officer, Collaborative for Academic, Social and Emotional Learning (CASEL),
Distinguished Professor of Psychology and Education, University of Illinois at Chicago
This book systematically develops stress resilience in all parts of a school’s ecosystem—
students, staff, and families. With four units incorporating mindful movement, yoga postures,
breathing techniques, and more, the evidence-based and trauma-informed Transformative
Life Skills (TLS) curriculum outlined in this book offers educators a comprehensive platform
to cultivate their students’ personal and academic development. It features 48 scripted,
15-minute lessons designed to require minimal preparation and fit neatly within the busy
school days of a single academic semester. Recommended by CASEL, it benefits all five core
competencies of Social and Emotional Learning:
• self-management • relationship skills

• self-awareness • and social awareness
• responsible decision-making
Bidyut Bose, PhD, is founder and director of the Niroga Institute, which fosters student and
community health with mindfulness-based programs.
SUBJECTS: Danielle Ancin, RYT, is a Program Manager at the Niroga Institute and
teaches regular yoga classes to at-risk children and adolescents.
whole child
teaching methods Jennifer Frank, PhD, is a researcher interested in programs designed to

promote the development of key social-emotional learning skills in at-risk
social-emotional learning
youth.
stress & trauma
Annika Malik has been teaching dance and yoga to youth and adults for
executive function
over 12 years.
yoga
mindfulness ISBN: 978-0-393-71192-9 • 2016 • 512 pages • Paperback • $35.00

16
CLASSROOM YOGA BREAKS
33 Simple Strategies for Joyful Classrooms
LOUISE GOLDBERG
“ Grounded in science, full of helpful anecdotes, and rich

with engaging, user-friendly activities, [this book is a]
‘must-read’ for anyone who wishes to support children
and youth with tools for physical, social, emotional, and
cognitive well-being in and out of school!
” —Lisa Flynn,
founder of ChildLight Yoga® and Yoga 4 Classrooms®,
author of Yoga 4 Classrooms Activity Deck and Yoga for
Children
The book includes a step-by-step curriculum for

integrating yoga breaks into the classroom and over 200 illustrated
exercises—enough to incorporate one every day of the school year.
Twelve units are arranged by theme, with lessons consisting of
one- to five-minute exercises that can be done from the seat or
standing. Each unit includes:
• topics for discussion or writing • relaxation techniques

• movement • mindful practices
• breathing exercises • and self-calming skills
• focusing activities
Yoga can help address bullying behaviors, students with autism and special needs, and
promote overall resilience and executive function. With this book in hand, readers can
integrate these fun, relaxing, and healthy breaks into the daily lives of their students and
themselves.
Louise Goldberg has been a yoga teacher and educator for SUBJECTS:
over 35 years. She is the author of Yoga Therapy for
whole child
Children with Autism and Special Needs (2013), Creative
Relaxation® Yoga for Children DVD (2004), and co-author of
S.T.O.P. and Relax, Your Special Needs Yoga Toolbox executive function
(2006). She is the director of the Yoga Center of Deerfield mindfulness
Beach, Florida, and is a licensed massage therapist. She leads trainings in
inclusion & special needs
Creative Relaxation yoga for children to educators, therapists, and
parents nationally. classroom practices
special education

17
EQUITY
TRANSGENDER CHILDREN
AND YOUTH
Cultivating Pride and Joy with Families in Transition
ELIJAH C. NEALY
“[S]hould be considered a critical volume for anyone

involved with schools or working or volunteering with
AND
children and teens. . . . Nealy powerfully makes the case

for what can be done to ease the pain of these children. A
must-read for anyone who wants to help trans youth.”
DIVERSITY
—Booklist, starred review
Few teachers have been trained in areas of gender identity

and expression, even as the numbers of out trans kids
in school is increasing. Even an affirming and well-
meaning person needs some guidance. Elijah C. Nealy, a
workshop leader, school advocate, therapist, pastor, former Deputy Director of NYC’s LGBT
Community Center, and himself a trans man, covers all aspects of the family constellation,
school and mental health issues, as well as physical, social, and emotional transitions. This
is an all-in-one essential guide for teachers that covers central topics about transgender
identity such as:
• What are the best practices to create and maintain supportive, inclusive school
environments for transgender and gender-diverse youth?
• How do I interact with parents around these issues?
• Do I have a duty to disclose to parents what I might know about their child’s gender
identity?
• How do teachers handle school issues such as inclusive bathrooms?
• How young do kids come out as trans?
Elijah C. Nealy, PhD, MDiv, LCSW, is Assistant Professor in the Department of

Social Work and Latino Community Practice at University of Saint Joseph in West
Hartford, CT. As an out transgender man, he has spent the past 25 years working
extensively within the lesbian, gay, bisexual, transgender, and queer communities.
To learn more about Dr. Nealy, visit www.elijahnealy.com.
SUBJECTS: safe schools, best practices, social-emotional learning
18
STUDENT MENTAL HEALTH
THE TEACHER’S GUIDE TO STUDENT
MENTAL HEALTH
WILLIAM DIKEL
“education
[A] unique and necessary tool for general and special
teachers, student support service providers, and
school administrators. . . . This is a must-read for educators
and anyone else invested in promoting student mental health
and academic success!
” —Nancy Lever, PhD, & Sharon
Stephan, PhD, Co-Directors, Center for School Mental Health,
University of Maryland School of Medicine
“ For educational professionals seeking advice and direction

on how to support students with mental health conditions,
[this] is a great resource. . . . [T]he writing is clear and
accessible, and colorful ‘vignettes’ provide miniature case studies.
—NAMI Blog
”
From anxiety and depression to ADHD, autism spectrum disorders, behavior disorders,
substance use disorders, and psychoses, this practical book is the first comprehensive print
resource for educators on:
• how mental health disorders are diagnosed and treated,
• how they tend to manifest at school,
• and how they affect students’ emotions, behaviors, and ability to learn.
Readers will learn the differences between normal child and adolescent behaviors and
behaviors that reflect underlying mental health disorders, and will recognize where these
behaviors fall on a spectrum, ranging from behavioral (planned, volitional acts that clearly
have a function) to the clinical (where a mental health disorder is causing the behavior).
Teachers will learn how to communicate effectively with their school SUBJECTS:
teams and student families to ensure that school mental health staff
(psychologists, social workers, counselors, and nurses) will be able to
provide appropriate interventions for students in need. Administrators school psychology
will learn the importance of creating a district mental health plan that school social work
clearly defines the roles of teachers, mental health staff, principals, and
child & adolescent
others, with the goal of establishing a seamless system of coordinated
development
professionals all working to meet the student’s needs.
William Dikel, MD, a child and adolescent psychiatrist who assists school
districts nationwide, lives in Minneapolis, Minnesota. His school consultation
includes creating mental health plans for school districts, consultation about
individual students, maximizing available funding streams, providing cost-
effective services, co-locating mental health diagnostic and treatment
services into school districts, providing in-service presentations and assisting
in data gathering and outcome analysis.

19
ANXIETY AND DEPRESSION IN THE

CLASSROOM
A Teacher’s Guide to Fostering Self-Regulation in
Young Students
NADJA REILLY
“A very nice feature is the many activities suggested by the

author for use with youth, along with very clear instructions
on what materials are needed, what to do, and even
scripting language to perform the activities. . . . The author
provides solid suggestions to build resiliency and teach self-
regulation to help students succeed in school and beyond.
—School Social Work Journal
”
“to[P]rovides suggestions to build resilience and teach self-regulation in order to help kids
succeed in school and beyond. . . . [T]his is a thoughtful, invaluable book—and should be
required reading for anyone working with school-aged children.
” —PsychCentral
Anxiety and depression are two of the most common mental health problems for young
students, and can be particularly hard to detect and support. In this book, the first of its
kind for teachers, Nadja Reilly lays out with richly detailed examples the signs to look for so
educators can direct their students to help and ensure emotional wellness in the classroom.
Grounded in recent psychological research and practical self-regulation tools, Reilly
opens her study out onto nourishing emotional wellness in all students,
SUBJECTS: communicating with parents, and schoolwide mental health advocacy.
classroom management Contents: Introduction 1. What Is Self-Regulation? 2. Anxiety Disorders

school psychology 3. Depressive Disorders 4. Practical Tools: Helping Children With Anxiety
and Depression in the Classroom 5. Fostering Emotional Wellness in All
school social work
Students 6. Communicating With Parents Around Student Mental Health
child & adolescent 7. A Broader View of Children’s Mental Health: Schoolwide Efforts and
development
Advocacy
Nadja Reilly, PhD, is a psychologist specializing in children and families and a

Lecturer of Psychiatry at Harvard Medical School. Dr. Reilly worked at
Children’s Hospital Boston for 12 years. Currently, she is the Associate Director
of the Dreedman Center for Child and Family Development at William James
College. She has presented in numerous local and national conferences, and
continues to promote awareness of child and family mental health needs
through her teaching, research, and practice.

20
STUDENT STRESS AT THE
TRANSITION TO MIDDLE SCHOOL
An A-Z Guide For Implementing an Emotional
Health Checkup
ANN VANDER STOEP & KELLY THOMPSON
“Instead of waiting until a student fails, breaks down

emotionally or gets into trouble, school staff can
proactively identify students in need of additional
academic, social or problem-solving support. . . . This is a
practical, comprehensive guide that offers hope during
a confusing age.
Seattle, WA
” —Samara Hoag, MN, RN, School Nurse,
The transition to middle school is often fraught with new emotional, social, and academic
challenges for students. Often, teachers don’t have the proper resources to identify
students for whom this transition is becoming a problem. In this book, Ann Vander
Stoep and Kelly Thompson provide teachers, counselors, school social workers, school
psychologists and school nurses with a complete package for implementing the “Emotional
Health Checkup,” a program designed to identify and help middle school students who are
in need of additional emotional support.
Readers will learn how to detect if a student’s stress has shifted from a manageable level
to an unhealthy “distress” level. They will then learn how to decide if the Emotional Health
Checkup is a good fit for their school and how to get the school on board to implement the
program.
The book is an A-to-Z guide on how to implement the Emotional Health Checkup once the
need and commitment have been confirmed. Information includes:
• how to engage parents and guardians in • how to develop individualized student

the process support plans
• how to carry out the logistics of • and complete orientation and training
classroom screening day manual
Ann Vander Stoep, PhD, is a child psychiatric epidemiologist

in the University of Washington Schools of Medicine and SUBJECTS:
Public Health in Seattle. classroom management
school psychology
school social work

Kelly Thompson, MSW, is a clinical social worker with a
background in children’s mental health and school-based child & adolescent
programs. She lives in Seattle, Washington. development
21
EMOTIONS, LEARNING, AND THE BRAIN
EDUCATION
Exploring the Educational Implications of Affective Neuroscience
MARY HELEN IMMORDINO-YANG, Foreword by HOWARD
GARDNER, Afterword by ANTONIO DAMASIO
“ Relevant, rigorous and, yes, revolutionary. It is the book every

teacher and parent, every policy maker and researcher, and
every citizen concerned with the future of American education
”
should read. —Marcelo M. Suárez-Orozco, Wasserman Dean &
Distinguished Professor of Education, UCLA Graduate School of
Education & Information Studies
What are feelings, and how does the brain support them? What role
do feelings play in the brain’s learning process? This book unpacks
these crucial questions and many more, including:
AND
• t he neurobiological, developmental and •a

nd how the perspective of social and
evolutionary origins of creativity, affective neuroscience can inform the
• facts and myths about mirror neurons, design of learning technologies.
MIND, BRAIN,
Emotions, Learning, and the Brain is the educator’s foray into the neurobiology of emotion. It is
a game-changing book that will transform the way teachers think about learning.
Mary Helen Immordino-Yang, EdD, is an Associate Professor of Education,

Psychology, and Neuroscience at the University of Southern California (USC),
where she conducts research at the Brain and Creativity Institute and teaches at
the USC Rossier School of Education. She has received numerous national awards
for her research, communication of science to the public, and societal impact.
Immordino-Yang is among an elite list of American scholars named by education

policy maven Rick Hess of the American Enterprise Institute in his 2014 Edu-Scholar rankings of
those whose work has most influenced the national discourse on education.
THE INVISIBLE CLASSROOM

Relationships, Neuroscience & Mindfulness in School
KIRKE OLSON, Foreword by LOUIS COZOLINO
“ Any educator picking up this book will find ready-to-use strategies
”
that can be utilized in the classroom the next day. —Brian Balke,
Superintendent of Schools, Goffstown, New Boston, and Dunbarton,
New Hampshire
All classroom interactions have “invisible” neurobiological, emotional,

and social aspects—the emotional histories of students, the teacher’s
own background and biography. In this book, Kirke Olson takes
lessons from brain science, mindfulness, and positive psychology
to help teachers understand the full range of their students’ school
experiences. Using its classroom-ready resources, teachers,
administrators, parents, and policy makers can make the invisible visible, turning human
investment in their students into the best possible learning outcomes.
Topics include: Uncovering the Invisible Roots of Learning • The Neurobiology of Classroom
Safety • Classroom Relationships • The Attentional Circuits of the Brain • Explicit and Implicit
Memory • Nurturing Student Strengths • Mindfulness • Classroom Culture

22
ATTACHMENT-BASED TEACHING
MIND, BRAIN,
Creating a Tribal Classroom
LOUIS COZOLINO
“ Dr. Cozolino provides a clear road map with the tools necessary to
successfully implement an effective teaching and learning struc-
”
ture —Erik Perkowski, Executive Director, California Scholarship
Federation
Secure attachment relationships not only ensure our overall well-be-

ing, but also optimize learning by enhancing motivation, regulating
anxiety, and triggering neuroplasticity. This book presents a class-
room model of secure attachment, exploring how teacher-student
rapport is central to creating supportive, “tribal” classrooms and
school communities. An ideal text for teacher education and training,
AND
and even teacher-parent workshops, this book applies laboratory findings from cognitive neuro-
science to the practicalities of the classroom.
Topics include: The Social Brain • The Power of Attachment • Stress and Learning • Reaching
EDUCATION
“Unteachable” Students • Bullying • Social Stress • Play, Explore, and Learn • Storytelling •
Tribal Work-Arounds in Practice • Deepening Experience
THE SOCIAL NEUROSCIENCE OF EDUCATION

Optimizing Attachment and Learning in the Classroom
LOUIS COZOLINO, Foreword by DANIEL J. SIEGEL
“ [I]n over a decade of teaching in various schools and under various

administrations, I have not once heard a core message as important
as the one this book carries. . . . Thank you, Dr. Cozolino. Your book
has changed who I am as a teacher and parent.
—Teacher Psych Blog
”
Chosen as one of Greater Good’s favorite books, this provocative
book helps administrators, curriculum planners, and teachers un-
derstand how the brain learns with the goal of creating classrooms
that nurture healthy attachment patterns and resilient psyches. Louis
Cozolino shows readers how an understanding of social neurosci-
ence—the ways in which our brains are hardwired to connect with
others—can inform, impact, and radically change our approach to education. He also investigates
what good teachers do to stimulate minds and brains to learn, especially when they succeed with
difficult or “unteachable” students.
Topics include: How Brains Learn • How Relationships Build and Rebuild Brains • Connections
Between Learning and Stress • How Insecure Attachment Creates “Unteachable” Students • How
Bullying Impedes Learning • Why Teachers Burn Out • How Emotional Attunement Stimulates
Learning • Why Exploration Is So Important • Why Stories Are Essential for Learning • Teaching
Students About the Brain • Building Tribal Classrooms

23
MAKING CLASSROOMS BETTER
EDUCATION
50 Practical Applications of Mind, Brain, and Education Science
“and
This is a must-read for every educator who is willing to question
enhance their practice to deliver a better, research-based
curriculum with improved methods for the benefit of their
”
students. —Elizabeth Helfant, Upper School Coordinator of
Pedagogical Innovation at the Mary Institute and St. Louis Country
Day School (MICDS), Missouri
This book goes beyond neuroscience explanations of learning to

demonstrate exactly what works in the classroom and why. Building
from general knowledge of brain-based education science and
AND
current educational research, Tokuhama-Espinosa offers specific

suggestions for how teachers can improve student learning
outcomes.
MIND, BRAIN,
The first half of the book provides a practical overview of teaching from a mind, brain, and
education perspective. The second half shares 50 ready-to-use, evidence-based classroom
best practices that have a proven positive impact on student success. Well-researched and
accessible, this essential resource offers highly effective methods that teachers, administrators,
parents, and curriculum planners can easily implement.
Tracey Tokuhama-Espinosa, PhD, is a Professor at Harvard University’s Extension

School and is currently an educational researcher affiliated with the Latin American
Social Science Research Faculty (FLACSO) in Quito, Ecuador. She is also the founder
of Connections: The Learning Sciences Platform, and author of Neuromyths and Five
Pillars of the Mind (see page 6).
MIND, BRAIN, AND EDUCATION SCIENCE

A Comprehensive Guide to the New Brain-Based Teaching
TRACEY TOKUHAMA-ESPINOSA, Foreword by JUDY WILLIS
“research
[A]n excellent tool for anyone needing to better understand the
that should be a foundation for our teaching methods.
—2e: Twice-Exceptional Newsletter
”
For anyone seeking to solidify the parameters, goals, and standards
of brain-based teaching, this book elegantly separates well-
established information from “neuromyths” to help teachers split
the wheat from the chaff in classroom planning, instruction, and
teaching methodology. Based on an exhaustive review of the
literature, as well as interviews with more than twenty leaders in the
field from six different countries, this book sets out to define the field and offer teachers models
for interpreting new data and implementing effective classroom settings.
24
MIND, BRAIN,
TRANSFORMING YOUR TEACHING
Practical Classroom Strategies Informed by Cognitive
Neuroscience
KIMBERLY CARRAWAY
“ Finally a user-friendly book to help teachers of all grades!

I highly recommend that faculty read this book and invite
”
Kimberly to visit their school. —Matthew Treat, Director of the
Academic Support Program, Hopkins School
Carraway translates neuroscience into teaching strategies and

learning activities that optimize student outcomes. This user-
friendly book will empower teachers to maximize retention and
classroom success for their K-12 students using brain-based tips
AND
for instructional design, knowledge assessment, and the enhancement of learning skills, like:
• time management • attention • organization

• note-taking • r eading comprehension • memory
EDUCATION
These strategies are written specifically for the regular classroom teacher who is struggling to
help his or her students be academically successful in the classroom. You will find the book an
incredible tool to use as you design your lesson plans, create activities for your students, and
make up tests and long-range assessments. Recommendations for parents are also provided so
the strategies presented can be reinforced in the home.
TEACHING AND THE ADOLESCENT

BRAIN
An Educator’s Guide
JEB SCHENCK
“ [A] masterpiece. . . . This must-have resource should be

placed into the hands of every teacher who wishes to ensure the
”
academic success of his or her students. —Sal Lentini, Stony
Brook University, School of Professional Development
Jeb Schenck, a master educator and memory researcher, uses

cognitive neuroscience to rethink traditional teaching methods and offer strategies and skills
to get inside the brains of adolescents and teach them most effectively. Schenck explains how
teachers can teach to the “whole” student, using a flexible approach that accounts for the vast
neurobiological differences across a classroom.
Chock-full of interventions as well as a relevant and understandable distillation of research

into how brains actually learn and remember things, this indispensible guide will help teachers,
administrators, and curriculum planners reach students in a new and positive way. Each chapter
contains summary and review material making it easy for the reader to translate information
from the book right into classroom practice.

25
EDUCATION
POSITIVE PSYCHOLOGY IN THE
ELEMENTARY SCHOOL CLASSROOM
PATTY O’GRADY
“guidance
This book is a must-read for parents and teachers who seek
in finding a student’s strengths rather than focusing on
”
learning deficiencies. —Patrick F. Bassett, President, National
Association of Independent Schools (NAIS)
How can the latest breakthroughs in the neuroscience of emotional

learning transform the classroom?
This book presents the basics of positive psychology to educators,

AND
administrators, and curriculum planners and provides interactive

resources to enrich teachers’ proficiency when using positive
psychology in the classroom. O’Grady highlights the importance of teaching the whole child:
• encouraging social awareness and positive relationships,
MIND, BRAIN,
• fostering self-motivation,
• and emphasizing social and emotional learning.
Through the use of positive psychology in the classroom, children can learn to be more
emotionally aware of their own and others’ feelings, use their strengths to engage academically
and socially, pursue meaningful lives, and accomplish their personal goals.
THINKING AT EVERY DESK

Four Simple Skills to Transform Your Classroom
DEREK CABRERA and LAURA COLOSI
“ During a time of budget cuts, fads, and other educational

contraction, Cabrera and Colosi have forever changed the
intellectual trajectory of our students. They have proven that you
don’t need a miracle when you have a method.
”
—John Z. Nittolo, Superintendent, Green Hills School
Designed to transform teaching practice, this book provides the tools

to understand thinking patterns and how learning actually happens,
empowers kids to explore new ways of building knowledge, and
allows teachers, administrators, and curriculum planners to structure
learning in the most meaningful way possible.
Contents: 1. Introduction 2. Distinctions 3. Systems 4. Relationships

5. Perspectives 6. Conclusions and Looking Forward
ISBN: 978-0-393-70756-4 • 2012 • 160 pages • Paperback • $19.95 POD

POD (for Print on Demand) books must be ordered via your local bookseller or
online retailer.
26
CHILDREN WHO FAIL AT SCHOOL BUT
SPECIAL EDUCATION
SUCCEED AT LIFE
Lessons from Lives Well-Lived
MARK KATZ
“ Mark Katz’s laser clarity and sincerity make this book an

inspiring and easy-to-understand guide for those who live with
or support ‘at risk’ students. Katz brilliantly integrates real life
stories from his work . . . to reveal that resiliency can be taught
and maintained by addressing the context in which we live.
”
—J effrey R. Sprague, PhD, Professor of Special Education and IVDB
Director, The University of Oregon
In his groundbreaking new book, Mark Katz draws on cutting-edge

research findings in education, cognitive neuroscience, clinical
and social psychology, and other fields of study—as well as stories of successful individuals
who overcame years of school failure—to show how these children can give educators, parents,
guardians, and even people whose own childhood struggles have persisted into their adult
years new interventions that will guide them toward success. These remedies will:
•c
ombat learning, behavioral, and emotional • r educe juvenile crime, school dropout, and
challenges substance abuse
• improve health and well-being • prevent medical problems later in life
Mark Katz, PhD, is a clinical and consulting psychologist. For over 30 years he has
served as the Director of Learning Development Services, an educational,
psychological and neuropsychological center in San Diego, California. He is a past
recipient of the Rosenberry Award, a national award given yearly by Children’s
Hospital in Denver, Colorado, and a past recipient of the CHADD (Children and
Adults With Attention Deficit Disorder) Hall of Fame Award.
EXECUTIVE FUNCTION & CHILD DEVELOPMENT

MARCIE YEAGER and DANIEL YEAGER
“A practical and innovative handbook for parents, teachers, and
therapists who seek to foster better self-regulation in children with
executive functioning weaknesses. Highly recommended!”
—Charles E. Schaefer, PhD, Professor Emeritus of Psychology,
Fairleigh Dickinson University
This invaluable resource is a brain-based approach to helping kids stay

focused and achieve. It details effective treatment practices for children
with executive function difficulties. Executive functions (EF) involve
mental processes such as:
• working memory, • cognitive flexibility,
• response inhibition, • self-monitoring,
• shifting focus, • and goal orientation.
Poor EF can result in behavioral and attentional problems in school. Marcie and Daniel Yeager’s
dynamic interventions provide external support in a planned and systematic manner, allowing
children to compensate for difficulties and grow in their ability to intentionally regulate their
thoughts, emotions, and behavior. This book explains to professionals and parents how EF
develops in kids, what EF difficulties look like, and what creative and effective interventions can
meet their needs.

27
SPECIAL EDUCATION
NEURODEVELOPMENTAL DISORDERS
A Definitive Guide for Educators
FRANK E. VARGO
Neurodevelopmental disorders include reading and language
disabilities, intellectual disabilities, executive function disorders,
autism spectrum disorders, motor disorders, and others.
Students with these conditions frequently exhibit a range of

learning deficits and disabilities that manifest as problems in
learning and academic achievement. Outlining the learning
disorders from a teacher’s perspective, this book offers a
practical understanding for educators, administrators, curriculum
planners, school and clinical psychologists, and clinical mental
health counselors and therapists, with a focus on recent research
on educationally-based neurocognitive development and processes.
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Norton Books in Education 2018 Catalog

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Norton Books in Education 2018 Catalog

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2018

Carol Chambers Collins

INSTRUCTIONAL STRATEGIES. . . . . . . . . . . . . . . . . 8 STUDENT MENTAL HEALTH . . . . . . . . . . . . . . . . . . 19

SCHOOL DISCIPLINE . . . . . . . . . . . . . . . . . . . . . . . . . 11 MIND, BRAIN, and EDUCATION. . . . . . . . . . . . . . . . 22

SOCIAL-EMOTIONAL LEARNING. . . . . . . . . . . . . . 14 SPECIAL EDUCATION. . . . . . . . . . . . . . . . . . . . . . . . 29

TO ORDER INDIVIDUAL COPIES

SCHOOLS ORDERING in BULK (10 or more copies) get 45% off:

2: When Trauma Comes to School 8: What is Compassion?

Patricia (Tish) Jennings (M.Ed., Ph.D.) is an Associate SUBJECTS:

Cathy Kerr Award for Courageous and Compassionate mindfulness

ISBN 978-0-393-71186-8 • NOVEMBER 2018 • 208 pages • Paperback • $28.00

Schools get 45% off bulk orders! Email highschool@wwnorton.com

A complete guide to a paradigm-shifting model of school discipline.

Students who exhibit challenging behaviors . . . are not

Traditional school discipline is ineffective and often

motivational procedures aimed at giving students the

Whether you are a teacher, counselor, coach, or administrator, the CPS

whole child TABLE OF CONTENTS

special education PART I: RETHINKING CHALLENGING BEHAVIORS

J. Stuart Ablon, PhD, is associate professor of psychology at Harvard Medical

Alisha R. Pollastri is a psychologist and researcher at Harvard

ISBN 978-0-393-71230-8 • AUGUST 2018 • 240 pages • Paperback • $24.95

A prosocial classroom is easy to spot! Students are

Christi Bergin is a research professor at the University of

ISBN 978-0-393-71198-1 • 2018 • 272 pages • Paperback • $24.95

Professors—request examination copies for course adoption consideration. Email

Teachers are always eager for information that will have a

SUBJECTS: In this fascinating examination,

corrects the record with the current state of knowledge. Educators

Tracey Tokuhama-Espinosa, PhD, is a Professor at Harvard University’s Extension

ISBN 978-0-393-71323-7 • SEPTEMBER 2018 • 288 pages • Paperback • $32.95

Redesigning Education to Suit the Brain

When Dr. Tracey Tokuhama-Espinosa conducted a review of

ISBN 978-0-393-71321-3 • NOVEMBER 2018 • 224 pages • Paperback • $24.95

The world today’s children live in is much different than

Terebush ends each chapter with discussion points for your

ISBN 978-0-393-71154-7 • 2017 • 237 pages • Paperback • $19.95

Schools get 45% off bulk orders! Email highschool@wwnorton.com

Finland shocked the world when its fifteen-year-olds

Timothy D. Walker is an American teacher living in Finland. He is a

ISBN: 978-1-324-00125-6 • 2017 • 224 pages • Hardcover • $25.95

SUBJECTS: classroom management, theory of education, theories of learning, teaching methods

“ The book serves as a much-needed bridge between new

With everyday language, engaging examples, a sense of humor,

ISBN: 978-0-393-70926-1 • 2016 • 288 pages • Paperback • $24.95

Professors—request examination copies for course adoption consideration. Email

We’ve come a long way from teachers Studies show

Wendi Pillars is a National Board Certified teacher who has

ISBN: 978-0-393-70845-5 • 2015 • 192 pages • Paperback • $17.95

“ As a college professor of more than 20 years, I very highly

This book presents attachment-based strategies for reaching

Daniel Sciarra, PhD, LCMHC, NCC, is a psychologist, former school

ISBN: 978-0-393-70754-0 • 2016 • 352 pages • Paperback • $29.95

Schools get 45% off bulk orders! Email highschool@wwnorton.com

THE 8 KEYS TO END BULLYING

“ofOne of the most comprehensive and helpful pieces

2 Book set: ISBN: 978-0-393-71212-4 • 2016 • Paperbacks • $36.00

THE 8 KEYS TO END BULLYING ACTIVITY

“ My 9-year-old daughter has had the unique opportunity of Signe

ISBN: 978-0-393-71182-0 • 2016 • 304 pages • Paperback • $19.95

8 KEYS TO END BULLYING

• establishing meaningful connections with kids, • reaching out to bullies,

ISBN: 978-0-393-70928-5 • 2014 • 240 pages • Paperback • $19.95

SUBJECTS: safe schools, best practices, social-emotional learning, classroom management

• establishing meaningful connections with kids, • reaching out to bullies,

ISBN: 978-0-393-71046-5 • 2016 • 256 pages •

• self-management • relationship skills

• topics for discussion or writing • relaxation techniques

• How do I interact with parents around these issues?

• How do teachers handle school issues such as inclusive bathrooms?

• How young do kids come out as trans?

• how mental health disorders are diagnosed and treated,

• how they tend to manifest at school,

• how to engage parents and guardians in • how to develop individualized student

• t he neurobiological, developmental and •a