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EDUCATION 2019
ALL-NEW!
SOCIAL & EMOTIONAL
LEARNING SOLUTIONS SERIES
See pages 4-8
Dear Educator,
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
Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . 20
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.
“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
Schools get 45% off bulk orders! Email highschool@wwnorton.com for more information.
3
NEW & FORTHCOMING
Social & Emotional Learning Solutions Series
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.
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.
The books in the Social and Emotional Learning Solutions Series provide teachers with the
strategies they need to help students:
• Make ethical and responsible contributions to their peer group, family, school, and
community
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
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.
5
NEW & FORTHCOMING
Social & Emotional Learning Solutions Series
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
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
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
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.
9
NEW & FORTHCOMING
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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10
NEW & FORTHCOMING
“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
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
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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.
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.
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12
NEW & FORTHCOMING
NEUROMYTHS
Debunking False Ideas about the Brain
TRACEY TOKUHAMA-ESPINOSA
“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
13
NEW & FORTHCOMING
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.
• 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.
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14
NEW & FORTHCOMING
“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
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
“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.
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16
SOCIAL & EMOTIONAL LEARNING
“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 :
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17
SOCIAL & EMOTIONAL LEARNING
“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
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18
DIVERSITY & EQUITY
19
TEACHING STRATEGIES
“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
“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
Schools get 45% off bulk orders! Email highschool@wwnorton.com for more information.
21
CLASSROOM DISCIPLINE
“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.
“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
Schools get 45% off bulk orders! Email highschool@wwnorton.com for more information.
22
CLASSROOM DISCIPLINE
“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
“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
“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.
”
be utilized in the classroom the next day. —Brian Balke,
Superintendent of Schools, Goffstown, New Boston, and Dunbarton,
New Hampshire
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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
CO N T E N T S I N C L U D E :
“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
25
MIND, BRAIN, & EDUCATION
“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
Schools get 45% off bulk orders! Email highschool@wwnorton.com for more information.
26
MIND, BRAIN, & EDUCATION
“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
ALSO AVAILABLE
“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
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28
STUDENT DEVELOPMENT & MENTAL HEALTH
“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
Schools get 45% off bulk orders! Email highschool@wwnorton.com for more information.
29
STUDENT DEVELOPMENT & MENTAL HEALTH
“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
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.
“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
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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
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