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NORTON BOOKS in

EDUCATION 2019

PD BOOKS for PreK — 12 EDUCATORS

  Diversity & Equity


  Teaching Strategies
  Classroom Discipline
  Mind, Brain, & Education
  Student Development & Mental Health

ALL-NEW!
SOCIAL & EMOTIONAL
LEARNING SOLUTIONS SERIES
See pages 4-8
Dear Educator,

Welcome to the 2019 catalog, sporting a new format!

I’m delighted to announce the release of the first five titles in Norton’s new Social and
Emotional Learning Solutions Series, curated by SEL and mindfulness scholar Patricia
Jennings. Focused on an area of ever-growing importance and urgency in education, these
concise, readable guides distill decades of science into short reads and offer practical
ways to apply research findings on students’ social and emotional development to real-
classroom challenges. See the forthcoming volumes (pages 4-8) by experts on mindfulness, SEL assessment,
bullying prevention, and the integration of SEL with academic instruction.

Tish Jennings has been busy not only as series editor and author of one of the five inaugural SEL Solutions
Series titles, but also as author of The Trauma-Sensitive Classroom (page 3). In this new book, informed
by her personal as well as professional experience, Jennings explains the protracted effects of trauma on
children and adolescents—now reaching epidemic proportions in our nation’s classrooms—and shows how
teachers can recognize and support these vulnerable students.

With regard to an even more vulnerable population—incarcerated students—please see Deborah Appleman’s
Words No Bars Can Hold (page 10). I think you will be gripped, as I was, by this college professor’s account
of teaching in a high-security prison, and by the writing produced by her adult students behind bars—from
the grim end of the school-to-prison pipeline. Her fascinating narrative is among other things an eloquent
testament to the need for a different kind of approach to K-12 school discipline: a topic that is fully explored
in another new book, The School Discipline Fix (page 11). Authors Stuart Ablon and Alisha Pollastri set forth
a step-by-step program of assessments and interventions focused on the roots of students’ challenging
behaviors, in a non-punitive approach to discipline that is rapidly being adopted by schools across the
country for its effectiveness as well as its practicality for teachers and administrators alike.

And that’s just a handful of the titles in these pages! Note that some of them—including The Teacher’s Guide
to Student Mental Health (page 28), The School-Savvy Therapist (page 14), and Creating Compassionate Kids
(page 15)—are good resources for parents and mental health practitioners working with kids, in addition to
educators. I hope you’ll take a deep dive, and look forward to your feedback as we continue to expand the
list of Norton Books in Education.
Carol Chambers Collins
Editor, Norton Books in Education
212-930-6163 • ccollins@wwnorton.com

TABLE OF CONTENTS
New and Forthcoming . . . . . . . . . . . . . . . . . . . . . 3 Classroom Discipline . . . . . . . . . . . . . . . . . . . . . 22

Social and Emotional Learning. . . . . . . . . . . . . . 16 Mind, Brain, and Education . . . . . . . . . . . . . . . . 24

Diversity and Equity. . . . . . . . . . . . . . . . . . . . . . . 19 Student Development and Mental Health . . . . 28

Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . 20

TO ORDER *SCHOOLS ORDERING in BULK


Visit:  wwnorton.com/rd/edu (10 or more copies) get 45% off:
Email:  orders@wwnorton.com Email highschool@wwnorton.com or call 1-855-277-6770
Call:  1-800-233-4830 for a price quote. See discount pricing on page 31.

Or mail in the order form at the back of If you’d like to receive review copies for bulk order
this catalog to the address provided or consideration, or would like recommendations on which
fax it to 1-800-458-6515. 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
Megan Bedell at 212-354-3616 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.

Looking for textbooks and other in-classroom resources for your students? The Norton High School
Group develops student textbooks, instructor resources, and adaptive learning tools for Language Arts,
Social Studies, Fine Arts, and Science. Visit wwnorton.com/highschool for more information.

Front cover photo credit: FatCamera


NEW & FORTHCOMING

THE TRAUMA-SENSITIVE CLASSROOM


Building Resilience with Compassionate Teaching
PATRICIA A. JENNINGS Coming in
November 2018

From the author of the best-selling Mindfulness for Teachers, a


guide to supporting trauma-exposed students.

“stress,
Dr. Jennings offers a practical description of how and why
adversity and trauma impact students’ school behavior and
learning, as well as providing specific strategies that educators
can implement right now in order to foster greater resilience
and educational success among these vulnerable students.
—Robert W. Roeser, MSW, PhD, Bennett Professor of Caring and

ISBN 978-0-393-71186-8 • November 2018
Compassion, Pennsylvania State University, University Park, PA 208 pages • Paperback • $28.00

Children and teens exposed to trauma come to school with


disrupted working models of relationships. The good news is that Patricia “Tish” Jennings
(M.Ed., Ph.D.) is an
with knowledge and skill, educators are well positioned to help
Associate Professor
these students build resilience in the face of adversity.
of Education at the
Fully half the students in U.S. schools are experiencing or have Curry School of
Education at the
experienced trauma, violence, or chronic stress. In the face of this
University of
epidemic of trauma among schoolchildren, it falls increasingly Virginia. Dr. Jennings was awarded
to teachers to provide the adult support these students need to the Cathy Kerr Award for
function in school. But most educators have received little training Courageous and Compassionate
to prepare them for this role. In Part I, Jennings describes the Science by the Mind & Life Institute
in 2018 and was also recognized by
effects of trauma on body and mind, and how to recognize them
Mindful magazine as one of “Ten
in students’ behavior. In Part II, she introduces the trauma-sensitive Mindfulness Researchers You
practices she has implemented in her work with schools. And in Part Should Know.” Earlier in her career,
III, she connects the dots between mindfulness, compassion, and Dr. Jennings spent over 22 years as a
resilience. Throughout, the text is interwoven with student profiles. teacher, school director and teacher
educator. She is also the author of
Mindfulness for Teachers: Simple Skills
TA B L E O F CO N T E N T S
for Peace and Productivity in the
Preface: My Story 4. Creating Safe Spaces Classroom (see page 16).
Introduction: Why We Need 5. Supporting Positive Behavior
Compassionate Classrooms
PART III. Building Resilience
PART I. Understanding Trauma with Mindful Compassion AUDIENCE:
in Schools 6. B uilding Resilience in
For school leaders and
1. U
 nderstanding Trauma and Ourselves and Our Students
Chronic Stress teachers looking to build safe
7. H ow Mindfulness Builds
2. W
 hen Trauma Comes to Resilience environments that support
School students coping with trauma.
8. What is Compassion?
PART II. Addressing Trauma in 9. Cultivating Compassion in
Schools the Classroom
3. B uilding Supportive 10. Compassion Resources
Relationships

See the next page to learn about the


SEL Solutions Series, edited by Patricia A. Jennings.

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

3
NEW & FORTHCOMING
Social & Emotional Learning Solutions Series

MINDFULNESS IN THE PreK – 5


CLASSROOM Coming in
August 2019

Helping Students Stress Less and Learn More


PATRICIA A. JENNINGS

Tips and tools from a mindfulness expert, for promoting calm and
focused attention in the classroom.

From the editor of the SEL Solutions Series, this volume provides
a concise introduction to mindfulness for teachers and others
who work in PreK and elementary school settings. Each chapter
includes simple, research-tested practical activities teachers can
ISBN 978-0-393-71397-8 • August 2019 integrate into their school day to help kids calm down and pay
192 pages • Paperback • $19.95
attention.

See page 3 to learn more about


Patricia A. Jennings

About the Social and Emotional Learning (SEL) Solutions Series

The compact volumes in this series will Books sold seperately and available as a
provide school leaders and classroom discounted 5-book set!.
teachers with social and emotional
5-book set :  ISBN 978-0-393-71415-9 • $99.75 / $90.00
learning tools and strategies that
Pre-order now • Available August 20, 2019
are grounded in research, yet highly
accessible. Featuring recommended SEL practices
from experts in the field, the books can be used
confidently by Pre-K — 12 educators to transform
school culture, improve student behavior, and foster
student learning.

Why does your school need the SEL Solutions Series?


Years of research have demonstrated that social and emotional learning not only improves
school culture and student behavior but also improves academic achievement.1

The books in the Social and Emotional Learning Solutions Series provide teachers with the
strategies they need to help students:

• Learn how to manage relationships in skilled and respectful ways

• Practice positive, safe, and healthy behaviors

• Make ethical and responsible contributions to their peer group, family, school, and
community

• Demonstrate basic competencies, work habits, and values as a foundation for a


meaningful life and engaged citizenship

1. Durlak, Weissberg, Dymnicki, Taylor, & Schelinger, 2011; Elias et al., 1997; Jackson & Davis, 2000; Learning First Alliance, 2001; Other, Dwyer, 7 Jackson, 2002

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4
NEW & FORTHCOMING
Social & Emotional Learning Solutions Series

MINDFULNESS IN THE SECONDARY


CLASSROOM Coming in
May 2019
A Guide for Teaching Adolescents
PATRICIA C. BRODERICK

Mindfulness includes qualities of mind and heart; it provides a


strong foundation for other social and emotional skills.

Dealing with the emotional needs that students present every


day is a complex task: perhaps particularly complex for teachers
of adolescent students. Sprinkled with authentic narratives from
teachers and students that will resonate with secondary educators,
this book describes the tools of mindful attention and shows how ISBN 978-0-393-71313-8 • May 2019
the practice of mindfulness can have a positive impact on teaching 192 pages • Paperback • $19.95

and learning in middle and high school classrooms.


Patricia “Trish” Broderick, PhD,
Since mindfulness is for students and teachers alike, many of the
recently joined the
examples used throughout refer to both adolescents and adults. research faculty at
Each chapter includes two vignettes that illustrate how the main the Bennett Pierce
themes of the chapter apply to actual teachers and classrooms. Prevention Research
Center at Penn State
Broderick includes helpful boxes entitled “Moving from Theory to
University. She
Practice” that present practical tips about choosing programs, teach-
holds a PhD in
er training, ethical obligations and whole-school implementation. School Psychology from Temple
University. She is a licensed
Finally, a way to increase the positive emotion of gratitude is
psychologist, certified school
offered as the concluding practice at the end of the book. psychologist, and a certified school
counselor. Prior to training in
CO N T E N T S I N C L U D E : psychology, she was a high school
teacher. She was trained in
• Mindfulness: Educational Fad •S
 killful Responding: The
or Effective Practice? Mindful Art of Dealing with Mindfulness-Based Stress Reduction
Challenges (MBSR) at the Center for Mindfulness
• The Problem of Stress and How
Mindfulness Can Help • Connecting with Myself and My at the University of Massachusetts
Students Medical Center.
• Attention: The Foundation for
Teaching and Learning •C
 laiming Leadership through
Mindful Teaching
• M otivation and Engagement: AUDIENCE:
The Contribution of Mindful
Interest For middle and high school
teachers looking to practice
and foster mindfulness in their
B o ok E xc er p t
work with adolescents.
How can SEL ‘Solve’ Common Challenges in the
Secondary Classroom?

A s you know, this book is part of a ‘Social and Emotional Learning Solutions’ series for
teachers and school leaders. The concept behind this series raises an obvious question:
To which problems of classroom teachers do social and emotional solutions apply? In contrast
to relatively solvable problems like organizing classroom routines, dealing with the emotional
needs that your students present every day is a more complex task: perhaps particularly
complex for teachers of middle and high school students. Adolescent brain development is
‘under construction’ and will continue steadily until mid to late 20’s. Areas of the brain related
to self-control are less well developed than those involved in emotional reactivity while risk-
taking in the service of autonomy also increases. This state of affairs contributes to the high
degree of emotional volatility among adolescents as a group compared to people at other stages
of the life span (Blakemore & Mills, 2014; Spears, 2013). So, your students are probably a little
interpersonally challenging, just by virtue of their being adolescents.

Professors—request examination copies for course adoption consideration.


Email education@wwnorton.com with your shipping address and course information.

5
NEW & FORTHCOMING
Social & Emotional Learning Solutions Series

SEL EVERY DAY Coming in


May 2019

Integrating Social and Emotional Learning with


Instruction in Secondary Classrooms
MEENA SRINIVASAN

Social and emotional learning is not separate from academics or


instruction; it is integral to quality teaching and learning.

Not every school has the time, resources, capacity, or conditions


to implement a school-wide social and emotional learning (SEL)
program. But prioritizing SEL need not take time away from
instruction. This book draws upon the latest research and resources
to offer individual teachers and teacher teams an accessible guide on
ISBN 978-0-393-71359-6 • May 2019
192 pages • Paperback • $19.95 how to incorporate SEL into their everyday teaching in middle and
high school classrooms.
Meena Srinivasan is SEL Every Day guides educators through how they can create a
core faculty for
relationship-centered classroom, build and sustain community,
Transformative
Educational and utilize instructional practices such as academic discussion,
Leadership, a cooperative learning and self-assessment to promote SEL. This
yearlong training book also details how to make SEL explicit in lesson planning, and
for educational provides resources for supporting continuous improvement all within
leaders focused on Mindfulness-
a secondary context.
Based Social, Emotional, Academic
and Ethical Learning for K-12
Systemic Change. Meena brings CO N T E N T S I N C L U D E :
more than 15 years of experience • S EL in the Secondary Context: •S
 EL Teaching Practices and
teaching and leading with an equity Why SEL is Critical for Integration with Common Core
focus in the fields of Mindful Adolescents
•S
 EL in Lesson Planning: Tools
Awareness Practices (MAP) and SEL • Creating Community: The and Resources
and has taught and worked in a Relationship-Centered
•R
 eflective Practice: How Do
variety of school settings—public, Classroom
I Know If This Is Making a
private, and international. Difference?

AUDIENCE:
B o ok E xc er p t

W
For middle and high school
teachers who want to make hen teachers prioritize SEL there is more effective classroom

SEL more explicit in their management, and when teachers grow a personal SEL practice they

daily instruction. experience less stress and burnout, so focusing on SEL is a win-win for
both students and teachers! You are likely already incorporating a lot of
SEL but haven’t necessarily been naming it. A key focus of this book is the
importance of naming what you are doing and
being intentional with SEL in both the planning
“A key focus of
and execution of your teaching. this book is the
importance of
Each of the chapters in this book starts with an
“educator story” where teachers share their own
naming what you
SEL experiences within the context of the chapter are doing and
focus. Chapters also include these features: being intentional
“Notes from the Field” that highlight on-the- with SEL…”
ground SEL work, “Delving Deeper,” “Starting
Where You Are” suggestions for implementation, and Resources for
further reading and exploration.

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6
NEW & FORTHCOMING
Social & Emotional Learning Solutions Series

ASSESSING STUDENTS’ SOCIAL AND


EMOTIONAL LEARNING Coming in
May 2019
A Guide to Meaningful Measurement
CLARK McKOWN

An essential guide to using social and emotional assessment in


support of teaching and learning.

Assessment is a critical element of all SEL programming. As with any set


of student skills to be assessed, it is important first to understand and
identify what it is that we want to measure, and why—and then, how to
choose the right tool for the job. This clear and non-technical book is an
invaluable educator’s guide to clarifying SEL goals, choosing measures,
ISBN 978-0-393-71335-0 • May 2019
and using assessment data to improve student outcomes.
192 pages • Paperback • $19.95
Administrators and teachers will find practical information that they can
use to:
Clark McKown, PhD,
• Decide what dimensions of SEL are most important to them is an Associate
Professor of
• Clarify assessment goals
Behavioral Sciences at
• Identify viable assessment options that meet their needs Rush University
Medical Center. He is
• Understand and use assessment data to inform practice
Founder and President of xSEL Labs,
and is a member of the steering
CO N T E N T S I N C L U D E : committee of The Practical
• Why assess children’s SEL? • Applying a problem-solving Social-Emotional Competence
approach to SEL assessment Assessment Work Group. He is a
• H ow to evaluate SEL
data nationally recognized leader in the
assessment
• Using SEL assessment data to field of SEL assessment, and findings
• E stablishing supportive
guide instructional decision- from his research have been
conditions for successful
making
assessment published in scientific journals
including Psychological Assessment,
Journal of School Psychology, and Child
Development.
B o ok E xc er p t
Problems that SEL Assessment Helps Solve
At press time, in my opinion, the field of SEL assessment Screening—to classify student risk for a condition or
is not yet ready to achieve all of these goals, but I list them disorder for which they will benefit from some kind of
here because they are common reasons educators might intervention or therapeutic support.
consider assessing student SEL:
Continuous improvement/Low-stakes accountability—
Formative assessment—to measure student strengths to identify opportunities for improvement and to use
and needs for the purposes of modifying teaching to the findings to develop better ways to support teacher
enhance student learning. effectiveness and student success.

Summative assessment—to measure student skill High-stakes accountability—to infer the effectiveness
acquisition at the end of an instructional period. of teachers, schools, or districts, and use findings to make
decisions about performance, teacher compensation, and
Progress monitoring—to measure skills repeatedly school funding.
during the course of instruction for tracking skill
acquisition and student response to intervention. AUDIENCE:

Program evaluation—to measure the amount of skill For school leaders and
acquired by groups of students who have been exposed to teachers who want to use
a particular instructional program or intervention. data about SEL to inform
instruction and improve
student outcomes.

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

7
NEW & FORTHCOMING
Social & Emotional Learning Solutions Series

PREVENTING BULLYING IN SCHOOLS


A Social and Emotional Learning Approach to Coming in
Early Intervention August 2019

CATHERINE P. BRADSHAW and


TRACY EVIAN WAASDORP

Nearly a third of students are directly involved in bullying by the


time they graduate from high school.

A range of strategies have been shown to reduce bullying behaviors.


Yet many teachers struggle to detect bullying and to respond to it
effectively. With a focus on prevention as well as in-the-moment
ISBN 978-0-393-71371-8 • August 2019
intervention, this much-needed guide for K-12 educators includes
192 pages • Paperback • $19.95
effective strategies teachers can use to stop bullying when it occurs,
guidelines on how to talk with parents about bullying, advice for
Catherine P. Bradshaw,
PhD, MEd, is a
school leaders on how to evaluate and sustain schoolwide efforts, and
Professor and more. School climate experts Bradshaw and Waasdorp emphasize
Associate Dean for the importance of data-based decision-making, professional
Research and development, and coaching supports that address bullying. Using
Faculty Development
research-based strategies and vignettes, this book also provides
at the University of
Virginia’s Curry School of Education.
leaders with tools and support for policy implementation related to
She is also the Co-Director of the bullying prevention.
Johns Hopkins Center for the
Prevention of Youth Violence and the CO N T E N T S I N C L U D E :
Johns Hopkins Center for Prevention
• Definitions and forms of • Social-emotional learning
and Early Intervention. With over 20
bullying strategies and behavioral
years of conducting research, she is management techniques
an expert in the topics of bullying, • What bullying looks like in the
that can prevent bullying and
classroom
school climate, and youth violence related behavior problems
prevention. • Strategies for detecting
•H
 ow to talk with parents about
bullying and related social
bullying
problems that could lead to
Tracy E. Waasdorp, PhD, MEd,
bullying. •H
 ow to evaluate and sustain
is a research faculty bullying prevention and
• Strategies teachers can use in
member in the intervention efforts
real-time to stop bullying when
Department of Mental it occurs •R
 eview of multi-tiered systems
Health at the Johns and programs to address
•C
 lassroom- and school-wide
Hopkins School of prevention programs and
the needs of students who
Public Health and a are frequently or chronically
strategies that have been
involved in bullying
research scientist at the Children’s shown to prevent bullying
Hospital of Philadelphia. Dr.
Waasdorp’s research focuses on
school-based bullying prevention and
intervention, forms of aggression,
bullying and peer victimization (e.g. AUDIENCE:
relational aggression, cyberbullying,
and bystander behaviors). She For school leaders and
examines coping with bullying, teachers looking for an SEL-
teacher and parent perceptions and informed approach to bullying
responses to bullying, and school prevention and intervention.
safety, climate, and connectedness.
Based on this work, she collaborates
on developing and validating
school-based programming that
focuses on reducing all forms of
bullying and aggression for youth.

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

8
NEW & FORTHCOMING

DESIGNING A PROSOCIAL
CLASSROOM
Fostering Collaboration in Students from Pre-K – 12 with
the Curriculum You Already Use
CHRISTI BERGIN

Prosocial behavior: a set of social-emotional skills that can also


boost academic achievement.

“ 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 ISBN 978-0-393-71198-1 • 2018
272 pages • Paperback • $24.95
learning, have a warm relationship with the teacher, and can
collaborate smoothly; conflicts and behavioral problems are the
Christi Bergin is
exception rather than the rule. Not only are students happier in
a professor and
this kind of positive environment, their academic achievement
Associate Dean for
improves. But it’s far from obvious how to establish and maintain Research & Innovation
such a productive and peaceful classroom. at the University of
Missouri, and a
In this book, Christi Bergin has distilled the complex literature co-founder of the
about social-emotional learning into a set of tools that all teachers Network for Education Effectiveness
can use to promote prosocial behavior. As with any skill, fostering (NEE). Her extensive experience as a
kindness and collaboration requires deliberate practice; but it does teacher educator, teacher evaluator,
and scientist includes the evaluation
not require a separate curriculum. These research-based tools—
of dozens of district and state-wide
using effective discipline, building prosocial habits, developing programs, consultation on school
positive relationships, modeling good coping strategies—are improvement plans, and lead
teaching practices that can be employed within any content area authorship of a textbook on child
during regular instruction. development.

Each chapter includes authentic classroom vignettes, highlights


from the research on prosocial behavior, and questions for AUDIENCE:
reflection and discussion. Designing a Prosocial Classroom is an
For curriculum coordinators
engaging read and an ideal resource for a school-wide book study
and teachers looking for ways
group; included in an appendix is a case study for review and
to integrate their lesson plans
discussion of the teaching tools presented in the chapters. with prosocial skill-building
techniques.
TA B L E O F CO N T E N T S

Introduction Part II. What Specific


Approaches Create More
Part I. What is Prosocial Prosocial Classrooms?
Behavior and Why Does It
3. Discipline: Key to Teaching
Matter?
Empathy and Values
1. What Is Prosocial Behavior?
4. Practice, Modeling, and
2. P
 rosocial Behavior Increases Reinforcement Build Prosocial
Your Students’ Learning Habits
5. P
 ositive Teacher-Student
Relationships
6. Emotionally Upbeat
Classrooms

Professors—request examination copies for course adoption consideration.


Email education@wwnorton.com with your shipping address and course information.

9
NEW & FORTHCOMING

WORDS NO BARS CAN HOLD Coming in


May 2019

Literacy Learning in Prison


DEBORAH APPLEMAN

Incarcerated bodies, liberated minds: a narrative of literacy


education behind bars.

This book provides a rare glimpse of literacy learning under the


most dehumanizing conditions. The author chronicles her work
teaching college-level classes at a high security prison for men,
most of whom are serving life sentences. Through the writing of
narrative, poetry, memoir, and fiction the students in Appleman’s
classes attempt to write themselves back into a society that has
Cover subject to change. erased their lived histories.

ISBN 978-0-393-71367-1 • May 2019 As we read their writing and witness these students develop
160 pages • Hardcover • $23.95
and interrogate their identities as readers and writers, the
transformative power of literacy becomes clear. The book is both
Deborah Appleman
an argument for the importance of education for the incarcerated,
is the Hollis L.
and a consideration of how to interrupt the increasingly common
Caswell Professor of
Educational Studies pathway from urban schools to our nation’s prisons. From the
and director of the sobering endpoint of what scholars have called the “school-to
Summer Writing -prison pipeline” the author offers insight from the narratives and
Program at Carleton College. She is
experiences of those who have traveled it.
the bestselling author of books on
teaching literature in high school.
Recently, Deborah’s scholarly focus
has shifted from general B o ok E xc er p t
considerations of secondary literacy

U
teaching to prison education. To ntil I began volunteering in the prison, my teaching life, first as a
date, she has edited an anthology of public-school English teacher and later as a college professor, insulated
creative writing and has written
me so that I’d only seen the students who ended up in college. Now I see
extensively on this topic, in addition
the other side, the ones who were not caught by the “catchers in the rye”
to presenting nationally at teacher
we teachers sometimes fancy ourselves to be. Now I see the ones who were
conferences and universities.
harmed rather than helped by a system that
contributed to their senses of failure and their
“I think every
self-images as outlaws. schoolteacher
AUDIENCE: should be a prison
I think every schoolteacher should be a prison
teacher, at least
Anyone interested in prison teacher, at least for a while. Although, as a high
education, restorative justice, school teacher, I congratulated myself about
for a while.”
or the power of literacy to the sense of urgency I felt about working with students who were in danger
transform lives. of leaving school, that urgency would have been fueled by a more acute
knowledge of what was awaiting them. There are students in my classes who
were picked up at their high school by the police, who committed crimes
as 15-year-old runaways, who have moved from foster home to juvenile
detention facility to a maximum-security prison, who have grown from
boys to men… in prison. Many of them are serving life sentences, with no
possibility of parole, for crimes they were found guilty of while they were
still adolescents. Yet they are avid readers and writers with keen intellectual
appetites that were not fed in the high schools they sporadically attended,
dropped out of, or were expelled from.

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NEW & FORTHCOMING

THE SCHOOL DISCIPLINE FIX


Changing Behavior Using the
Collaborative Problem-Solving Approach
J. STUART ABLON and ALISHA R. POLLASTRI

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


Disruptive students need problem-solving skills, not punishment.

“Solving
This book provides real-life examples of the Collaborative Problem
approach in action, ensuring all school staff members—
teachers, counselors, and administrators—are equipped to meet the
needs of all students.
” —Rebecca McMurdie, MEd, Principal, KIPP
Washington Heights Elementary School, NYC

Traditional school discipline is ineffective and often damaging,


relying heavily on punishments and motivational procedures ISBN 978-0-393-71230-8 • 2018
240 pages • Paperback • $24.95
aimed at giving students the incentive to behave better. There is
a better way.
J. Stuart Ablon, PhD,
Dr. Ablon and Dr. Pollastri have been working with schools across is associate
the country to refine the Collaborative Problem-Solving (CPS) professor of
approach, creating a step-by-step program for educators based psychology at
on the recognition—from research in neuroscience and related Harvard Medical
School and Director
fields—that challenging classroom behaviors are due to a deficit of
of Think:Kids in the psychiatry
skill, not will. This book provides everything needed to implement department at Mass General
the program, including reproducible assessment tools to pinpoint Hospital.
the lagging skills, such as frustration tolerance and flexibility, that
Alisha R. Pollastri is
are at the root of students’ challenging behaviors.
a psychologist and
Whether you are a teacher, counselor, coach, or administrator, researcher at
the CPS approach to school discipline will provide you with a new Harvard Medical
mindset, an assessment process, and an effective intervention plan School, as well as the
Director of Research
for each of your challenging students.
and Evaluation at Think:Kids.

TA B L E O F CO N T E N T S
AUDIENCE:
Part I. Rethinking Challenging 8. H ow Plan B Changes the Brain
Behaviors 9. P
 ractice, Practice, Practice:
For school leaders,
1. W
 hy Traditional School Planning and Troubleshooting administrators, counselors,
Discipline is Broken Plan B psychologists, and teachers
2. A
 ll Students Want to Do Well: 10. When Students Are Stuck:
looking to adopt a restorative,
What Is Getting In The Way? Direct Skills Training
research-based approach
3. C
 hallenging Behavior Is 11. G
 roup Plan B: Problem Solving
Predictable—And Preventable with Multiple Students to school discipline and
4. A ssess Students’ Thinking: A Part III. Scaling and Sustaining classroom management.
Deficit of Skill, Not Will The Shift in Discipline
5. D
 evelop A Game Plan: There 12. Schoolwide Change and
Are Only Three Options Implementation
Part II. Using Collaborative 13. N o Pain, No Gain: Common
Problem-Solving Challenges
6. P
 lan B: Empathize, Share, 14. P
 lan B with Colleagues and
Collaborate Parents
7. T
 each Skills While Solving Real 15. D
 ata Matter: What the
Problem Research Shows

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

11
NEW & FORTHCOMING

HIGHER ED NEXT
Overcoming Barriers to
Access, Affordability, and Achievement
STEVE MINTZ and MARNI BAKER STEIN Coming in
September 2019
American colleges and universities face a perfect storm and must
reinvent themselves to meet the needs of today’s students.

Breaking through the iron triangle of access, affordability, and


student success is American higher education’s greatest challenge.
Two leaders in academic innovation offer practical, pragmatic
steps that colleges and universities can take to raise retention and
graduation rates, reduce achievement gaps, control costs, and
ISBN 978-0-393-71272-8 • September 2019 improve students’ learning and employment outcomes without
Hardcover • Available for pre-order in diluting quality or rigor.
January 2019

TA B L E O F CO N T E N T S
Steve Mintz, PhD,
former Director of Part I. The Challenges Before Us •A
 360 Degree Community of
Care
the Graduate School Part II. Big Challenges require
of Arts & Science •P
 ersonalizing the Learning
Big Solutions
Journey
Teaching Center at • Supporting Learner Pathways
•P
 romoting Data Transparency
Columbia University, Across a Lifetime
and a New Respect for value-
is currently the Executive Director •M
 anaging the Tensions between based Sustainability
of the University of Texas system’s Work and School
•C
 reating Agile, Relevant Part III. Leading Academic
Institute for Transformational
Credentials Transformation
Learning, as well as a Professor of
History at UT Austin.

Marni Baker Stein, PhD, B o ok E xc er p t


is Provost and Chief
Academic Officer at The New Student Majority
Western Governors
University. Stein has
more than 20 years
of experience in
T he popular image of a college student – an 18-to-22 year old attending
a residential campus full-time – does not reflect today’s undergraduate
realities. College students are increasingly likely to be older, work full-time,
developing, implementing, and and come from lower-income backgrounds. Over the next decade, enrollment
scaling programs to improve access, will grow fastest among Hispanic students, African American students,
affordability, and student success in
students from low-income families, and undergraduates over the age of 25.
higher education. In her role as
WGU Provost, she leads all of A substantial proportion of students, even at four-year institutions, is, in one
WGU’s academic programs, faculty, respect or another, non-traditional. Today, full time students between the
and teams and drives the
ages of 18-21 account for only a third of the total college population. Roughly
university’s focus on academic
a quarter of undergraduates at four-year institutions and nearly half of the
quality and student success.
students at two-year institutions are non-traditional students.

The market-driven history of higher education has resulted in a highly


AUDIENCE:
stratified system of colleges and universities that is characterized by
For anyone interested in the profound differences in institutional resources, student-faculty ratios,
future of higher education. selectivity in admissions, and levels of student preparation. These
inequalities appear to be increasing. Today, there is an inverse relationship
between institutions’ selectivity and the amount of money that colleges and
universities have to spend on financial aid, instruction, and student support
services, with the most selective institutions spending, on average, from
three to ten times as much per student. As a result, the students who need
the most support are, in fact, those who generally receive the least amount of
advising, mentoring, scaffolding, feedback, and supplemental instruction.

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12
NEW & FORTHCOMING

NEUROMYTHS
Debunking False Ideas about the Brain
TRACEY TOKUHAMA-ESPINOSA

A guide to the real science behind the art of teaching.

“richness
Here in one place is not only evidence about the myths, but a
about how to think and learn about neuro research. By
ridding the discussion of nonsense, Neuromyths clears the way for
enlightenment.
” —John Hattie, Laureate Professor, Melbourne
Graduate School of Education, University of Melbourne

“accessible
Neuromyths does more than the book title suggests. In an
way, Tokuhama-Espinosa shares research on a myriad ISBN 978-0-393-71323-7 • 2018
of topics relevant to the teaching and learning process. This book 288 pages • Paperback • $32.95

is a must-read for educators at every level, from early childhood


Tracey Tokuhama-Espinosa, PhD,
” —Mariale Hardiman, Ed.D.,
teachers to university professors.
Professor, Johns Hopkin University School of Education, author,
is a Professor at
Harvard University’s
The Brain-Targeted Teaching Model for 21st Century Schools
Extension School and
In this fascinating examination, Tracey Tokuhama-Espinosa untan- is currently an
educational researcher
gles scientific fact from pedagogical fiction, debunking dozens of
affiliated with the
widely held beliefs about the brain that have made their way into the Latin American Social Science
education literature. In each case, from myths about “right-brained” Research Faculty (FLACSO) in
and “left-brained” people to myths about IQ or about the Internet, Quito, Ecuador. She is also the
she traces the origins of the belief—often a distortion of research founder of Connections: The
Learning Sciences Platform, and the
findings—and corrects the record with the current state of knowl-
author of Making Classrooms Better
edge. Educators will find this an invaluable resource not only as a and Mind, Brain, and Education
snapshot of current brain research and its implications for classroom Science. See page 26 for more books
practice, but as a guide for how to avoid neuromyths in the future. by Tracey Tokuhama-Espinosa.

FIVE PILLARS OF THE MIND Coming in


March 2019

Redesigning Education to Suit the Brain


TRACEY TOKUHAMA-ESPINOSA

A revolutionary look at teaching and learning via the logical


pathways of the brain.

“Tokuhoma-Espinosa has written a breaking edge book that has


the potential to change the way educators think about designing
and teaching the curriculum. Teaching relationships using the five
broad pillars makes infinitely more sense in this day when most
content can be found by ‘googling’.
” —Pat Wolfe, Ed.D, Author
of Brain Matters: Translating Research to Classroom Practice
ISBN 978-0-393-71321-3 • March 2019
When Dr. Tracey Tokuhama-Espinosa conducted a review of the
224 pages • Paperback • $24.95
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 AUDIENCE:
takes in, encodes, and recalls information. These pillars—symbols,
For educators at all levels
patterns, order, relationships and categories—appear to be the
looking for guidance on
foundational building blocks for all subject area study, as far as the
designing and teaching
brain is concerned. This groundbreaking book shows how our new curriculum optimized for how
understanding of the brain’s efficient pathways can help schools to people learn.
improve learning outcomes. A range of options, from moderate to
radical reorganization of the curriculum, is presented.

Professors—request examination copies for course adoption consideration.


Email education@wwnorton.com with your shipping address and course information.

13
NEW & FORTHCOMING

THE SCHOOL-SAVVY THERAPIST


Working with Kids, Families and Their Schools
Coming in
MARY M. ENO September 2019

A step-by-step guide to collaborating successfully with families


and schools to promote positive outcomes for children in therapy.

Regardless of why a child is in therapy, the child’s school life is important


to understand. From conducting the first session, to making contact
with school personnel, to participating in family-school meetings, this
invaluable resource provides pointers and illustrative examples for how
to collaborate effectively with schools and families. Narrative vignettes
culled from decades of experience bring to life the many scenarios that
Cover subject to change.
therapists might encounter as they work with school-age children.
ISBN 978-0-393-71190-5 • September 2019
Paperback • Available for pre-order in CO N T E N T S I N C L U D E :
January 2019
• What therapists need to know •H
 omework, report cards, and
about schools testing
Mary M. Eno, Ph.D.,
•C
 onducting school-savvy • Family-School meetings
is a psychologist, sessions
family therapist, and •S
 upporting parents as
• B uilding a collaborative advocates
school consultant. relationship with the school
She has worked at •H
 elping families navigate IEP
• O bserving kids at school or 504 plans
the interface
between families and schools for over
thirty-five years and in a variety of
B o ok E xc er p t
settings. Trained in family therapy at
the Philadelphia Child Guidance Reviewing the basics

C
Clinic, she treated children and
families and coordinated the Clinic’s onsidering the range of questions and topics to consider in the first or
consultation services to local public even over several sessions can be daunting, so it makes sense to review
and private schools. She has spoken some of the key takeaways for conducting initial sessions when the child is
frequently at schools (private, public, struggling at school.
and parochial), clinics, hospitals, and
• Remember that parents or guardians are often the first “author” of a
colleges.
problem, and that their explanation of the child’s struggles at school is only
one perspective. They can listen to their child’s concerns, consider their
AUDIENCE: circumstances, get a feel for what might be going on, but will largely base
For therapists and counselors their understanding on a degree of speculation, inference and/or deductive
working with school-age kids. reasoning which may or may not include what other people have to say—
the teacher, peers, friends, administrators, support staff, coaches, and more.

• Make sure that you hear each person’s perspective on the situation and
how they’ve come to the conclusions they’ve made. The child needs to be
an active part of the process.

• Hold on to the different ways of seeing the child since they are keys to
understanding the child from multiple vantage points.

• Except in unusual circumstances, the goal is almost always going to be one


of finding a way for the family and the school to work together effectively,
with an agreed upon framework, towards a goal that all parties believe
makes sense.

• Look for and build on strengths in the child and family, including what’s
worked in the past. Parents may not recognize the ordinary things they do
that make a difference.

• Keep in mind that one of the best predictors of a child’s success at school is
the quality of relationship between the family and school.

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

14
NEW & FORTHCOMING

CREATING COMPASSIONATE KIDS


Essential Conversations to Have with Young Children
Coming in
SHAUNA TOMINEY January 2019

Young children can surprise us with tough questions. Tominey’s


essential guide teaches us how to answer them and foster
compassion along the way.

“sation
Dr. Tominey communicates the power of adult-child conver-
through compelling and descriptive examples. Family
activities, book recommendations, and discussion questions
provide wonderful opportunities to extend and apply learning.
You’ll finish the book feeling inspired and empowered to turn
everyday moments into opportunities to support the next gen- ISBN 978-0-393-71159-2 • January 2019
eration of compassionate children.
co-founder of Family Engagement Lab
” —Elisabeth O’Bryon, Ph.D., 256 pages • Paperback • $22.95

Shauna Tominey is an
If you had to choose one word to describe the world you want
Assistant Professor of
children to grow up in, what would it be? Practice and
Parenting Education
  Safe? Understanding? Compassionate?
Specialist at Oregon
As caregivers of young children, we know what we want for our State University. She
currently serves as the Principal
children, but not always how to get there. Many children today
Investigator for the Oregon
are stressed by academic demands, anxious about relationships
Parenting Education Collaborative,
at school, confused by messages they hear in the media, and an initiative to provide high-quality
overwhelmed by challenges at home. Young children look to the parenting education. Previously, Dr.
adults in their lives for everything. Sometimes we’re prepared . . . Tominey served as the Director of
Early Childhood Programming and
sometimes we’re not.
Teacher Education at the Yale Center
In this book, Shauna Tominey guides caregivers through how to have for Emotional Intelligence. As a
conversations with young children about a range of topics—from former early childhood teacher and
family service professional, Dr.
what makes us who we are (e.g., race, gender) to tackling challenges
Tominey blends practical experience
(e.g., peer pressure, divorce, stress) to showing compassion (e.g., with research to develop and test
making friends, recognizing privilege, being a helper). Talking programs aimed at promoting social
through these topics in an age-appropriate manner—rather than and emotional skills for children
telling children they are too young to understand—helps children and adults.

recognize how they feel and how they fit in with the world around
them. This book provides sample conversations, discussion AUDIENCE:
prompts, storybook recommendations, and family activities. Dr.
For parents, counselors, and
Tominey’s research-based strategies and practical advice creates
school psychologists looking
dialogues that teach self-esteem, resilience, and empathy: the for guidance on having critical
building blocks for a more compassionate world. conversations with children
aged 3 - 12 years old.
TA B L E O F CO N T E N T S

1. C
 reating compassionate 4. You are part of the world
kids: The importance of around you: Fostering
conversations resilience
2. Y
 ou are loved: Modeling 5. Y
 ou can be a helper:
compassionate parenting Promoting compassion
3. You are your own person:
Building self-awareness

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15
SOCIAL & EMOTIONAL LEARNING
MINDFULNESS FOR TEACHERS
Simple Skills for Peace and Productivity in the Classroom
PATRICIA A. JENNINGS, Foreword by DANIEL J. SIEGEL

“ Bringing
component
the myriad of ways that mindfulness is a timeless
of pedagogy to readers’ attention, Jennings
demonstrates how attuning to their own emotions will allow
educators to fully engage as creative professionals with individual
students.
” —Linda Rosenbury, Middle School Principal, New York City
Public Schools

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,
ISBN 978-0-393-70807-3 • 2015
psychology, and education, as well as the author’s extensive experience
256 pages • Paperback • $25.00
as a mindfulness practitioner, teacher, and scientist, it includes exercises
in mindfulness, emotional awareness, movement, listening, and more, all
See page 3 to learn more about
with real-time classroom applications.
Patricia A. Jennings

TA B L E O F CO N T E N T S :
Watch a video trailer for the
Preface: My Journey from 5. T
 he Power of Positivity
book, a NPR interview with
Preschool Teacher to Scientist 6. T
 he Heart of Teaching
Patricia, and read an excerpt at: and Why I Wrote This Book
wwnorton.com/rd/jennings. 1. Introduction 7. O rchestrating Classroom
Dynamics
2. W  hat Is Mindfulness?
8. Mindfulness and School
3. The Emotional Art of Teaching
Transformation
4. U nderstanding Your Negative
Emotions 9. Resources

TEACHING TRANSFORMATIVE LIFE SKILLS


TO STUDENTS
A Comprehensive Dynamic Mindfulness Curriculum
BIDYUT BOSE, DANIELLE ANCIN, JENNIFER FRANK,
ANNIKA MALIK

“that
The authors offer systematic and evidence-based strategies
will help students and educators more effectively manage
their stress, regulate their emotions, and establish and maintain
positive relationships effectively.
” —Roger P. Weissberg, PhD,
Chief Knowledge Officer, Collaborative for Academic, Social and
Emotional Learning (CASEL), Distinguished Professor of Psychology
ISBN 978-0-393-71192-9 • 2016 and Education, University of Illinois at Chicago
512 pages • Paperback • $35.00 This book systematically develops stress resilience in all parts of a
school’s ecosystem—students, staff, and families. With four units
Bidyut Bose, PhD, is founder incorporating mindful movement, yoga postures, breathing techniques,
and director of the Niroga and more, the evidence-based and trauma-informed Transformative
Institute, which fosters student Life Skills (TLS) curriculum outlined in this book offers educators
and community health with
a comprehensive platform to cultivate their students’ personal and
mindfulness-based programs.
academic development. It features 48 scripted, 15-minute lessons
Danielle Ancin, RYT, is a Program designed to require minimal preparation and fit neatly within the busy
Manager at the Niroga Institute. school days of a single academic semester. Recommended by CASEL,
Jennifer Frank, PhD, is a researcher it benefits all five core competencies of Social and Emotional Learning.
interested in programs designed
to promote the development of key CO N T E N T S I N C L U D E :
social-emotional learning skills.
• Self-management • Relationship skills
Annika Malik has been teaching
• Self-awareness • Social awareness
dance and yoga to youth and adults
• Responsible decision-making
for over 12 years.

Don’t miss out on new books, free content, special offers, and more!
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16
SOCIAL & EMOTIONAL LEARNING

THE WAY OF MINDFUL EDUCATION


Cultivating Well-Being in Teachers and Students
DANIEL RECHTSCHAFFEN, Foreword by JON KABAT-ZINN

“be[P]rovides the reader with ample resources and lessons that can
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 ISBN 978-0-393-70895-0 • 2014
students with special needs, this cutting-edge manual demonstrates 352 pages • Hardcover • $24.95
the real world application of mindfulness practices in K-12 classrooms.

CO N T E N T S I N C L U D E :

Part I. Why Mindful Education Part III. The Mindful Classroom


Matters
Part IV. Mindful Education
Part II. Begin with Yourself Curriculum

Available as a discounted 2-book set!


ISBN: 978-0-393-71188-2 • 2016 • $39.95

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.
ISBN 978-0-393-71046-5 • 2016
CO N T E N T S I N C L U D E : 256 pages • Paperback • $24.95

How Does Mindfulness Work? Mindfulness Lessons for the


Classroom: Daniel Rechtschaffen,
Mindfulness Lessons for
Teachers:
Learning Objectives has a master’s degree
Mindful Lesson Layout in counseling
Setting Up a Personal Practice
psychology. He
The Art of Introspection The Five Realms of Mindful
Literacy organizes the annual
Ways to Engage our Audience Mindfulness in
Integration Practices
Nurturing a Mindful Environment Education Conference and Teacher
A Day in the Life of a Mindful Training at the Omega Institute.
A Developmental Mindfulness Class
Model Daniel offers keynote speeches and
Creating Your Own Mindfulness mindfulness trainings at
Diversity and Inclusion Lessons Worksheet
conferences, schools, communities,
Trauma-Sensitive Mindfulness Recommendations from Mindful and businesses, such as University
Education Leaders
of Wisconsin Madison, Google,
Esalen Institute, and schools around
the globe.
Watch author interviews and mindfulness exercises at wwnorton.com/rd/minded

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

17
SOCIAL & EMOTIONAL LEARNING

TEACH THE WHOLE PRESCHOOLER


Strategies for Nurturing Developing Minds
CINDY TEREBUSH

“Terebush
[L]ike attending a professional development session with
or being in the classroom with her where you can hear her
discussing the issues that are important 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
ISBN 978-0-393-71154-7 • 2017 and cognitive abilities who need to figure out their world.
237 pages • Paperback • $19.95 Chapters in the book cover everything from socialization and behavioral
expectations to emotional capacity and assessing reading and writing
Cindy Terebush has spent almost readiness. Teachers will learn how to have realistic expectations of
20 years working in the field of themselves as well as their young students while preparing them for
education. She has experience the years ahead.
teaching and directing in daycare,
preschool and school age programs. Acknowledging that there isn’t a quick
AUDIENCE:
Cindy is a sought after speaker and fix, this book will inspire teachers to
professional development provider. lead classrooms that intentionally For preschool teachers
promote a love of learning, positive implementing a whole child
Watch a PBS interview self-image, and prosocial behavior that approach to early childhood
with Cindy, read a Q & A, values the perceptions, thoughts and education.
and find links to her latest emotions of our youngest students.
podcast episode at:
wwnorton.com/rd/terebush

CLASSROOM YOGA BREAKS


Brief Exercises to Create Calm
LOUISE GOLDBERG

“ing,Grounded in science, full of helpful anecdotes, and rich with engag-


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®, au-

thor of Yoga 4 Classrooms Activity Deck and Yoga for Children

The book includes a step-by-step curric-


ulum for integrating yoga breaks into the AUDIENCE:
classroom and over 200 illustrated exer-
ISBN 978-0-393-71095-3 • 2016 For school leaders and
cises—enough to incorporate one every
352 pages • Hardcover • $24.95 teachers seeking daily
day of the school year. Twelve units are
exercises that promote
arranged by theme, with lessons consist-
Louise Goldberg has been a yoga mindfulness and inclusion.
ing of one- to five-minute exercises that
teacher and educator for over 35
can be done from the seat or standing.
years. She is the director of the Yoga
Center of Deerfield Beach, Florida,
and leads trainings in Creative CO N T E N T S I N C L U D E :
Relaxation yoga for children to
• Movement • Relaxation techniques
educators, therapists, and parents
nationally. • Breathing exercises • Mindful practices
• Focusing activities • Self-calming skills

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Subscribe to our mailing list at bit.ly/nortoneduemail

18
DIVERSITY & 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 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.
” —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
ISBN 978-0-393-71139-4 • 2017
some guidance. Elijah C. Nealy, a workshop leader, school 448 pages • Hardcover • $27.95
advocate, therapist, pastor, former Deputy Director of NYC’s LGBT
Community Center, and himself a trans man, covers all aspects of Elijah C. Nealy, PhD, MDiv, LCSW,
the family constellation, school and mental health issues, as well is Assistant
as physical, social, and emotional transitions. This is an all-in- Professor in the
one essential guide for teachers that covers central topics about Department of
Social Work and
transgender identity such as:
Latino Community
• What are the best practices to create and maintain Practice at
University of Saint
supportive, inclusive school environments for transgender
Joseph in West Hartford, CT. As an
and gender-diverse youth?
out transgender man, he has spent
•  How do I interact with parents around these issues? the past 25 years working
extensively within the lesbian, gay,
• Do I have a duty to disclose to parents what I might know bisexual, transgender, and queer
about their child’s gender identity? communities.

To learn more about Dr. Nealy, visit


• How do teachers handle school issues such as inclusive
www.elijahnealy.com
bathrooms?

•  How young do kids come out as trans?


AUDIENCE:

TA B L E O F CO N T E N T S : For school leaders, teachers,


and counselors interested in
Part I. Foundations for 8. B eyond Help to a Deeper building safe and inclusive
Understanding Transgender Understanding
Youth schools.
9. All About School
1. T
 alking Trans: Basic Terms and
Vocabulary 10. B
 eyond Coming Out: Living
a Life
2. G
 ender Diversity and Gender Watch interviews and
Dysphoria 11. P
 reparing for College and
Work read a Q&A with Elijah at:
3. Trans Kids in Therapy wwnorton.com/rd/nealy.
Part III. Supporting Trans Youth
4. When a Young Person Comes
Out: Disclosure and Social 12. T
 he Mental Health
Transition Professional

5. Medical Transition 13. Top 10 Life-Affirming


Practices for Adults in the
6. Transgender Adolescents Lives of Trans Kids
Part II. Trans Youth and the Appendix A. Legal Issues
World Around Them
Appendix B. Resources
7. Helping Families
Appendix C. Sample Mental
Health Letters

Professors—request examination copies for course adoption consideration.


Email education@wwnorton.com with your shipping address and course information.

19
TEACHING STRATEGIES

NPR BEST BOOKS OF 2016 SELECTION

THE ABCS OF HOW WE LEARN


26 Scientifically Proven Approaches, How They Work, and
When to Use Them
DANIEL L. SCHWARTZ, KRISTEN P. BLAIR,
and JESSICA M. TSANG

“revelations
The book serves as a much-needed bridge between new
in the science of learning and everyday classroom
practices. Each section is accessible, concise and well-stocked
with primary references and resources.
” —NPR Books
ISBN 978-0-393-70926-1 • 2016 “A uniquely actionable new book of learning sciences principles
that can improve teaching and learning. . . . [E]very teacher and
288 pages • Paperback • $24.95
student can benefit.
” —Learning and the Brain
Daniel L. Schwartz, PhD, is the
With everyday language, engaging
Dean of the Stanford
examples, a sense of humor, and
University Graduate
School of Education solid evidence, this book describes
and holds the 26 unique ways that students learn.
Nomellini-Olivier Each chapter offers a concise and
Chair in Educational
approachable breakdown of one way
Technology. He is an
people learn, how it works, how we know it works, how and when
award-winning learning scientist,
who also spent eight years teaching to use it, and what mistakes to avoid. The book presents learning
secondary school in Los Angeles research in a way that educators can creatively translate into
and Kaltag, Alaska. His special exceptional lessons and classroom practice. Based on a popular
niche is the ability to produce novel
Stanford University course, this book features:
and effective learning activities that
also test basic hypotheses about •E
 asy-to-remember alphabetic organization of techniques for
how people learn.
teaching and learning
Jessica M. Tsang, PhD,
is a researcher and •D
 escriptions of risks and challenges
instructor at for each technique because
Stanford University’s implementation matters
Graduate School of
Education who •P
 ractical, approachable examples
studies how to immediately applicable for everyday
design instruction that naturally
classroom use
recruits students’ native capacities
for learning and understanding. Her Together the theories, evidence, and strategies from each chapter
interdisciplinary research bridges
can be combined endlessly to create original and effective learning
between cognitive neuroscience and
the design of effective classroom plans and the means to know if they succeed. This book is ideal
practices. for the preparation and professional development of teachers
and college faculty, as well as parents, trainers, and instructional
Kristen P. Blair, PhD, is a Senior
designers.
Research Scholar
and Instructor at
AUDIENCE:
Stanford University’s
Graduate School of For K-12 educators and
Education. She
professors looking to expand
develops
their understanding of how
technologies to support students’
students learn.
learning in math and science, and
she studies child development and
learning in classroom and in family
contexts.

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20
TEACHING STRATEGIES

TEACH LIKE FINLAND


33 Simple Strategies for Joyful Classrooms
TIMOTHY D. WALKER, Foreword by PASI SAHLBERG,
author of Finnish Lessons

“improving
More joy in classrooms and less work for teachers as the way to
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,
ISBN 978-1-324-00125-6 • 2017
and reading. That was in 2001; but even today, this tiny Nordic nation
224 pages • Hardcover • $25.95
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 Timothy D. Walker is an American
teacher living in Finland. He is a
in more traditional education systems?
contributing writer on education
When Timothy D. Walker started teaching fifth graders at a Helsinki issues for The Atlantic. He has
public school, he began a search for the secrets behind the success of written extensively about his
Finland’s educational system. Walker has already written about several experiences for Education Week,
of those discoveries, and his article in The Atlantic on this topic received Educational Leadership, and on his
more than 500,000 shares. In this book, he gathers all he has learned blog, Taught by Finland.

and reveals how teachers everywhere can implement these simple


practices, which integrate seamlessly with educational standards in the Watch a video trailer for the
United States and elsewhere. book, a BBC World News
interview with Tim, and
Join the conversation with #teachlikefinland read an excerpt at:
wwnorton.com/rd/walker

VISUAL NOTE-TAKING FOR EDUCATORS


A Teacher’s Guide To Student Creativity
WENDI PILLARS

“andVisual literacy is an absolute game changer for learning. Educators


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
ISBN 978-0-393-70845-5 • 2015
192 pages • Paperback • $24.95
For students of any age, neuroscience has
shown, visual learning is a very effective Wendi Pillars is a National Board
way to retain information. The techniques Certified teacher who has been
in this book will help you work with your teaching students with English as
students in novel ways to take in and retain a second/foreign language needs
information. Visual note-taking can be in grades K-12, both stateside and
overseas, for 19 years. She has
used with diverse learners; all ages; and
published several articles, most
those who have no drawing experience.
related to best practices for ELLs,
Teachers are provided with a library of
educational neuroscience, and
images and concepts to steal, tweak, and teacher leadership.
use in any way in their classrooms. The
book is liberally illustrated with student
Enhance engagement and examples from elementary and high school
comprehension. students alike.

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

21
CLASSROOM DISCIPLINE

8 KEYS TO END BULLYING


Strategies for Parents & Schools
SIGNE WHITSON

“Whitson
An excellent set of tools to help young people deal with bullying. . .
goes beyond the expected. . . providing exercises, questions
to consider, and practical strategies to help victims, bystanders,
and even bullies. . . . A necessary read for parents and teachers.
—Publishers Weekly

Groundbreaking books have peered into the psychology of bullying
and the cultural climate that—seemingly now more than ever—gives rise
to such cruelty and aggression. But few have been able to synthesize
what we know into 8 simple, targeted “keys” that equip educators,
ISBN: 978-0-393-70928-5 • 2014 professionals, and parents with practical strategies to tackle the issue
240 pages • Paperback • $19.95 head-on. This book answers that call. While no magic cure-all exists,
adults can learn and implement all sorts of quick and easy techniques
Signe Whitson, a that can make a huge difference in the lives of kids.
licensed social
worker, school CO N T E N T S I N C L U D E :
counselor, and •E
 stablishing meaningful • B uilding social emotional
author, is COO of the connections with kids competence
Life Space Crisis • Creating a positive school • Reaching out to bullies
Intervention Institute and presents climate
• Empowering bystanders
workshops nationwide for parents • Addressing cyberbullying
and professionals on topics related to
bullying prevention, assertive anger
expression, crisis intervention, and
child and adolescent mental and
behavioral health.

THE 8 KEYS TO END BULLYING


ACTIVITY PROGRAM FOR KIDS &
TWEENS
Putting the Keys into Action at Home & School
SIGNE WHITSON

“education
One of the most comprehensive and helpful pieces of work and
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


2 Book set: ISBN: 978-0-393-71212-4
targeted resources to cultivate (1) assertiveness, emotion management,
2016 • Paperbacks • $36.00
and friendship skills in kids vulnerable to bullying, (2) problem-solving
Books are available individually skills for kids who witness bullying, and (3) empathy and kindness skills
or as a discounted set! 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.

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

22
CLASSROOM DISCIPLINE

What are students and parents


saying about the 8 Keys to End
Bullying Program?

“coming
The activities are fun to do and I couldn’t wait to see what was
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 ISBN 978-0-393-71180-6 • 2016
272 pages • Paperback • $19.95

“Signe
My 9-year-old daughter has had the unique opportunity of
Whitson being her school’s guidance counselor the past
few years. With Signe, she learned how to work through her
feelings in a constructive 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

ISBN: 978-0-393-71182-0 • 2016


304 pages • Paperback • $19.95

DIFFICULT STUDENTS AND DISRUPTIVE


BEHAVIOR IN THE CLASSROOM
Teacher Responses That Work
VANCE AUSTIN and DANIEL SCIARRA

“recommend
As a college professor of more than 20 years, I very highly
it to all educators who wish to promote positive
interactions when working with difficult students and disruptive
behavior in the classroom.
Professor, Hofstra University
” —George Giuliani, JD, PsyD, Associate
This book 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 edu-
cators to act wisely when problem behaviors occur, improve their rela-
tionships with students, and teach with greater success and confidence.
ISBN 978-0-393-70754-0 • 2016
352 pages • Paperback • $29.95
TA B L E O F CO N T E N T S

1. A
 ttachment Theory and Its 7. Teaching Students Who Bully Vance Austin, PhD, is Associate
Application to Good Teaching and Are Bullied
Professor and Chair of the Department
2. P
 rinciples of Pedagogy for 8. Teaching Students Who of Special Education at Manhattanville
Teachers of Students with Are Victims of Bias in the
College and also teachers part-time in
Challenging Behaviors Classroom
a special high school for students with
3. Teaching Students with 9. Teaching Students Who Are
emotional and behavioral disorders.
Disruptive Disorders Survivors of Suicide
4. Teaching Students with 10. T
 eaching Students with Daniel Sciarra, PhD, LCMHC, NCC,
Anxiety Disorders High-Functioning Autism and is a psychologist, former school
Social Skill Deficits
5. T
 eaching Students with Mood counselor, and Professor of Counselor
Disorders 11. Teaching Students with Education and Director of Counseling
Impulsivity
6. Teaching Students with programs at Hofstra University.
Eating-Disordered Behavior 12. W
 rapping Up: A Review of
the Framework

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23
MIND, BRAIN, & EDUCATION

EMOTIONS, LEARNING, AND THE BRAIN


Exploring the Educational Implications of Affective
Neuroscience
MARY HELEN IMMORDINO-YANG, Foreword by HOWARD
GARDNER, Afterword by ANTONIO DAMASIO

“teacher
Relevant, rigorous and, yes, revolutionary. It is the book every
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
ISBN 978-0-393-70981-0 • 2015
crucial questions and many more. Emotions, Learning, and the Brain
208 pages • Hardcover • $35.00
is the educator’s foray into the neurobiology of emotion. It is a game-
Mary Helen Immordino-Yang, changing book that will transform the way teachers think about learning.
EdD, is an Associate Professor Immordino-Yang has both the gift for captivating readers with her
of Education, Psychology, and research and the ability to connect this research to everyday learning
Neuroscience at the University
and teaching. She examines true stories of learning success with
of Southern California (USC),
relentless curiosity and an illuminating mixture of the scientific and the
where she conducts research at the
human.
Brain and Creativity Institute and
teaches at the USC Rossier School
of Education. Immordino-Yang is CO N T E N T S I N C L U D E :
among an elite list of American • The neurobiological, •H
 ow the perspective of social
scholars named by Rick Hess of the developmental and evolutionary and affective neuroscience can
American Enterprise Institute in his origins of creativity inform the design of learning
technologies.
2014 Edu-Scholar rankings of those • Facts and myths about mirror
whose work has most influenced the neurons
national discourse on education.

THE INVISIBLE CLASSROOM


Relationships, Neuroscience & Mindfulness in School
KIRKE OLSON, Foreword by LOUIS COZOLINO

“thatAnycaneducator picking up this book will find ready-to-use strategies


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.

ISBN 978-0-393-70757-1 • 2014 CO N T E N T S I N C L U D E :


232 pages • Paperback • $26.95 • Uncovering the Invisible Roots • Explicit and Implicit Memory
of Learning
• Nurturing Student Strengths
Kirke Olson, PsyD, a licensed • The Neurobiology of
clinical psychologist and nationally • Mindfulness
Classroom Safety
certified school psychologist, • Classroom Relationships
• Classroom Culture
has devoted nearly 40 years to
• The Attentional Circuits of
helping PreK through graduate
the Brain
teachers apply research on human
relationships, neuroscience, and
mindfulness to educate even the
most complex students.

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24
MIND, BRAIN, & EDUCATION

ATTACHMENT-BASED TEACHING
Creating a Tribal Classroom
LOUIS COZOLINO

“toDr.successfully
Cozolino provides a clear road map with the tools necessary
implement an effective teaching and learning
structure
” —Erik
Scholarship Federation
Perkowski, Executive Director, California

Secure attachment relationships not only ensure our overall well-being,


but also optimize learning by enhancing motivation, regulating anxiety,
and triggering neuroplasticity. This book presents a classroom 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 even teacher-
parent workshops, this book applies laboratory findings from cognitive
ISBN 978-0-393-70904-9 • 2014
neuroscience to the practicalities of the classroom.
288 pages • Paperback • $27.50

CO N T E N T S I N C L U D E :

• The Social Brain • Social Stress


• The Power of Attachment • Play, Explore, and Learn
• Stress and Learning • Storytelling
• Reaching “Unteachable” • Tribal Work-Arounds in
Students Practice
• Bullying • Deepening Experience

THE SOCIAL NEUROSCIENCE OF EDUCATION


Optimizing Attachment and Learning in the Classroom
LOUIS COZOLINO, Foreword by DANIEL J. SIEGEL

“administrations,
[I]n over a decade of teaching in various schools and under various
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.
Blog
” —Teacher Psych
Chosen as one of Greater Good’s favorite books, this provocative book
helps administrators, curriculum planners, and teachers understand 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 neuroscience—the ways in which our
brains are hardwired to connect with others—can inform, impact, and ISBN 978-0-393-70609-3 • 2013
radically change our approach to education. He also investigates what 440 pages • Hardcover • $37.50
good teachers do to stimulate minds and brains to learn, especially when
they succeed with difficult or “unteachable” students.
Louis Cozolino, PhD,
is a professor of psychology at
CO N T E N T S I N C L U D E : Pepperdine University and a
• H ow Brains Learn •H
 ow Emotional Attunement private practitioner. He is the
Stimulates Learning author of many books and has
•H
 ow Relationships Build and
Rebuild Brains •W
 hy Exploration Is So played a key role in promoting the
Important integration of the neurosciences
•C
 onnections Between Learning
and Stress •W
 hy Stories Are Essential for across various fields.

•H
 ow Insecure Attachment Learning
Creates “Unteachable” Students •T
 eaching Students About the
• How Bullying Impedes Learning Brain

• Why Teachers Burn Out • Building Tribal Classrooms

Professors—request examination copies for course adoption consideration.


Email education@wwnorton.com with your shipping address and course information.

25
MIND, BRAIN, & EDUCATION

MAKING CLASSROOMS BETTER


50 Practical Applications of Mind, Brain, and Education
Science
TRACEY TOKUHAMA-ESPINOSA

“question
This is a must-read for every educator who is willing to
and 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
ISBN 978-0-393-70813-4 • 2014 science and current educational research, Tokuhama-Espinosa
440 pages • Paperback • $29.95
offers specific suggestions for how teachers can improve student
learning outcomes.
See pages 13 to learn more about
Tracey Tokuhama-Espinosa. 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.

MIND, BRAIN, AND EDUCATION


SCIENCE
A Comprehensive Guide to the New Brain-Based Teaching
TRACEY TOKUHAMA-ESPINOSA
Foreword by JUDY WILLIS

“ [A]n excellent tool for anyone needing to better understand


the research 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
ISBN 978-0-393-70607-9 • 2010 split the wheat from the chaff in classroom planning, instruction,
464 pages • Paperback • $34.95 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.

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

26
MIND, BRAIN, & EDUCATION

TRANSFORMING YOUR TEACHING


Practical Classroom Strategies Informed by Cognitive
Neuroscience
KIMBERLY CARRAWAY

“recommend
Finally a user-friendly book to help teachers of all grades! I highly
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 for instructional design, ISBN 978-0-393-70631-4 • 2014
knowledge assessment, and the enhancement of learning skills, like: 464 pages • Paperback • $29.95
• time management • reading comprehension
• note-taking • organization
• attention • memory
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.

TEACHING AND THE ADOLESCENT BRAIN


An Educator’s Guide
JEB SCHENCK

“into[A]themasterpiece. . . . This must-have resource should be placed


hands of every teacher who wishes to ensure the academic
success of his or her students.
School of Professional Development
” —Sal Lentini, Stony Brook University,
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 ISBN 978-0-393-70621-5 • 2011
them most effectively. 400 pages • Paperback • $37.00

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.

ALSO AVAILABLE

POSITIVE PSYCHOLOGY THINKING AT EVERY


IN THE ELEMENTARY DESK
SCHOOL CLASSROOM Four Simple Skills to
PATTY O’GRADY Transform Your Classroom

“parents
This book is a must-read for
and teachers who seek
DEREK CABRERA and
LAURA COLOSI
guidance in finding a student’s
strengths rather than focusing
“fads,
During a time of budget cuts,
and other educational
on learning deficiencies.
—Patrick F. Bassett,
” contraction, Cabrera and Colosi
have forever changed the intellectual trajectory of
Past President, National Association our students. They have proven that you don’t need a
of Independent Schools (NAIS) miracle when you have a method.
Superintendent, Green Hills School
” —John Z. Nittolo,
ISBN 978-0-393-70758-8 • 2013 • 384 pages
Paperback • $29.95 ISBN 978-0-393-70756-4 • 2012 • 160 pages
Paperback • $24.95   POD

POD (for Print on Demand) books must be ordered via your local bookseller or online retailer.

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27
STUDENT DEVELOPMENT & MENTAL HEALTH

THE TEACHER’S GUIDE TO STUDENT


MENTAL HEALTH
WILLIAM DIKEL

“ [A] unique and necessary tool for general and special


education 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

From anxiety and depression to ADHD, autism spectrum disorders,


behavior disorders, substance use, and psychoses, this practical
book is the first comprehensive print resource for educators on:
ISBN: 978-0-393-70864-6 • 2014
  • how mental health disorders are diagnosed and treated,
320 pages • Hardcover • $29.95

  • how they tend to manifest at school,


William Dikel, MD,
  • and how they affect students’ emotions, behaviors, and ability
a child and
adolescent to learn.
psychiatrist who
Readers will learn the differences between normal child and
assists school
districts nationwide, adolescent behaviors and behaviors that reflect underlying mental
lives in Minneapolis, health disorders, and will recognize where these behaviors fall
Minnesota. His school consultation on a spectrum, ranging from behavioral (planned, volitional acts
includes creating mental health that clearly have a function) to the clinical (where a mental health
plans for school districts,
disorder is causing the behavior).
consultation about individual
students, maximizing available Teachers will learn how to communicate effectively with their
funding streams, providing
school teams and student families to ensure that school mental
cost-effective services, co-locating
health staff (psychologists, social workers, counselors, and nurses)
mental health diagnostic and
treatment services into school will be able to provide appropriate interventions for students in
districts, providing in-service need. Administrators will learn the importance of creating a district
presentations and assisting in data mental health plan that clearly defines the roles of teachers, mental
gathering and outcome analysis.
health staff, principals, and others, with the goal of establishing a
seamless system of coordinated professionals all working to meet
AUDIENCE: the student’s needs.

For anyone working with


CO N T E N T S I N C L U D E :
children and adolescents inside
or outside the classroom. • A General Introduction to • Autism Spectrum Disorder
Children’s Mental Health
• Psychotic Disorders
• M ood Disorders
•E
 ffective Teaching Strategies
• Attention-Deficit/ With Students Who Have
Hyperactivity Disorder Emotional or Behavioral
Problems
• Anxiety Disorders, Obsessive-
Compulsive Disorder, and Post- •G
 eneral Education, Special
Traumatic Stress Disorder Education, and 504 Plan
Students
• Substance Use Disorders
• O ppositional Defiant Disorder
and Conduct Disorder

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Subscribe to our mailing list at bit.ly/nortoneduemail

28
STUDENT DEVELOPMENT & MENTAL HEALTH

ANXIETY AND DEPRESSION IN THE


CLASSROOM
A Teacher’s Guide to Fostering Self-Regulation in Young Students
NADJA REILLY

“forA very nice feature is the many activities suggested by the author
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
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 ISBN: 978-0-393-70872-1 • 2015
lays out with richly detailed examples the signs to look for so educators 320 pages • Paperback • $21.95
can direct their students to help and ensure emotional wellness in the
classroom. Grounded in recent psychological research and practical Nadja Reilly, PhD, is a psychologist
self-regulation tools, Reilly opens her study out onto nourishing specializing in children and
emotional wellness in all students, communicating with parents, and families and a Lecturer of
schoolwide mental health advocacy. Psychiatry at Harvard Medical
School. Dr. Reilly worked at
Children’s Hospital Boston for 12
TA B L E O F CO N T E N T S
years. Currently, she is the Associate
Introduction 5. F
 ostering Emotional Wellness Director of the Dreedman Center for
in All Students
1. What Is Self-Regulation? Child and Family Development at
6. C
 ommunicating With Parents
2. Anxiety Disorders William James College.
Around Student Mental Health
3. Depressive Disorders
7. A
 Broader View of Children’s
4. Practical Tools: Helping Mental Health: Schoolwide
Children With Anxiety and Efforts and Advocacy
Depression in the Classroom

STUDENT STRESS AT THE TRANSITION TO


MIDDLE SCHOOL
An A-Z Guide For Implementing an Emotional Health Checkup
ANN VANDER STOEP and 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.
” —Samara Hoag, MN, RN, School Nurse, Seattle, WA
In this book, Ann Vander Stoep and
AUDIENCE:
Kelly Thompson provide teachers, ISBN: 978-0-393-70986-5 • 2016
For middle school educators counselors, school social workers, 256 pages • Paperback • $24.95
and support staff working with school psychologists and school
adolescents and parents. nurses with a complete package for Ann Vander Stoep, PhD, is a child
implementing the “Emotional Health psychiatric epidemiologist in the
Checkup,” a program designed to identify and help middle school University of Washington Schools
students who are in need of additional emotional support. of Medicine and Public Health in
Seattle.
The book is an A-to-Z guide on how to implement the Emotional Health
Checkup once the need and commitment have been confirmed. Kelly Thompson, MSW, is a clinical
social worker with a background in
CO N T E N T S I N C L U D E : children’s mental health and school-
based programs. She lives in Seattle,
• H ow to engage parents and • How to develop individualized
Washington.
guardians in the process student support plans
• H ow to carry out the logistics • Complete orientation and
of classroom screening day training manual

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

29
STUDENT DEVELOPMENT & MENTAL HEALTH

CHILDREN WHO FAIL AT SCHOOL BUT


SUCCEED AT LIFE
Lessons from Lives Well-Lived
MARK KATZ

“andMark Katz’s laser clarity and sincerity make this book an inspiring
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.
” —Jeffrey R. Sprague, PhD, Professor of
Special Education and IVDB Director, The University of Oregon

Mark Katz draws on cutting-edge research findings in education,


ISBN: 978-0-393-71141-7 • 2016 cognitive neuroscience, clinical and social psychology, and other fields
384 pages • Hardcover • $42.00 of study—as well as stories of successful individuals who overcame
years of school failure—to show how these children can give educators,
parents, and new interventions that will guide them toward success.
These remedies will:

• Combat learning, behavioral, • Reduce juvenile crime, school


and emotional challenges dropout, and substance abuse

• Improve health and well-being • Prevent medical problems later


in life

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
ISBN: 978-0-393-70943-8 • 2015
recent research on educationally-based neurocognitive development
384 pages • Hardcover • $29.95
and processes.

EXECUTIVE FUNCTION & CHILD DEVELOPMENT


MARCIE YEAGER and DANIEL YEAGER

“therapists
A practical and innovative handbook for parents, teachers, and
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,
ISBN: 978-0-393-70764-9 • 2013 • response inhibition, • self-monitoring,
272 pages • Hardcover • $24.95
• shifting focus, • and goal orientation.
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.

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Subscribe to our mailing list at bit.ly/nortoneduemail

30

ITEM NO. TITLE LIST PRICE QTY TOTAL
New and Forthcoming
71186 The Trauma-Sensitive Classroom $28.00
71415 SEL Solutions Series—Five-Book Set  Pre-order now • Ships starting 8/20/19 $90.00
SEL Solutions Series

71397 Mindfulness in the PreK — 5 Classroom $19.95


71313 Mindfulness in the Secondary Classroom $19.95
71359 SEL Every Day $19.95
71335 Assessing Students’ Social and Emotional Learning $19.95
71371 Preventing Bullying in Schools $19.95
71198 Designing a Prosocial Classroom $24.95
71367 Words No Bars Can Hold $23.95
71230 The School Discipline Fix $24.95
71272 Higher Ed Next  Available for Pre-Order in January 2019 N/A
71323 Neuromyths $32.95
71321 Five Pillars of the Mind $24.95
71190 The School-Savvy Therapist  Available for Pre-Order in Jan. 2019 N/A
71159 Creating Compassionate Kids $22.95
Social and Emotional Learning
70807 Mindfulness for Teachers $25.00
71192 Teaching Transformative Life Skills $35.00
70895 The Way of Mindful Education $24.95
71046 The Mindful Education Workbook $24.95
71188 The Mindful Education Two-Book Set $39.95
71154 Teach the Whole Preschooler $19.95
71095 Classroom Yoga Breaks $24.95
Diversity and Equity
71139 Transgender Children and Youth $27.95
Teaching Strategies
70926 The ABCs of How We Learn $24.95
340125 Teach Like Finland $25.95
70845 Visual Note-Taking for Educators $24.95
Classroom Discipline
70754 Difficult Students and Disruptive Behavior in the Classroom $29.95
70928 8 Keys to End Bullying $19.95
71180 The 8 Keys to End Bullying Activity Book for Kids & Tweens $19.95
71182 Companion Guide for Parents & Educators $19.95
71212 The 8 Keys to End Bullying Activity Program for Kids & Tweens and $36.00
Companion Guide for Parents & Educators — Two-Book Set
Mind, Brain, and Education
70981 Emotions, Learning, and the Brain $35.00
70757 The Invisible Classroom $26.95
70904 Attachment-Based Teaching $27.50
70609 The Social Neuroscience of Education $37.50
70813 Making Classrooms Better $29.95
70607 Mind, Brain, and Education Science $34.95
70631 Transforming Your Teaching $29.95
70621 Teaching and the Adolescent Brain $37.00
70758 Positive Psychology in the Elementary School Classroom $29.95
70756 Thinking at Every Desk  POD $24.95
Student Development and Mental Health
71412 The Teacher’s Guide to Student Mental Health $29.95
70872 Anxiety and Depression in the Classroom $21.95
70986 Student Stress at the Transition to Middle School $24.95
71141 Children Who Fail at School But Succeed at Life $42.00
70943 Neurodevelopmental Disorders $29.95
70764 Executive Function & Child Development $24.95
Subtotal
*Tax
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