BRAIN RESEARCH

Abernathy, R. & Rearden, M. (2000). Hot Tips: 30 Ways to Increase Student Engagement.

Oceanside, CA: Firstborn Publications. Create and maintain greater student interest with these sensible, fun, and easy-to-apply teaching tips. This book

utilizes brain-compatible learning strategies to amplify your natural teaching abilities.

Allen, R. (2002). Impact Teaching: Ideas and Strategies for Teachers to Maximize Student

Learning. Boston, MA: Allyn & Bacon. This clearly written tool covers the skills, techniques and concepts classroom teachers need to know to be the

most effective in their jobs. Topics include: Giving effective directions, the five part model for lesson plans, how to

use stories and metaphors successfully and much more.

Allen, R. (2001). Train Smart: Perfect Trainings Every Time. San Diego, CA: The Brain Store, Inc. Discover hundreds of proven training strategies to brain-compatible training in this book and audio workshop on

CD. Learn about the connection between group interaction and emotional safety, why parables are important to

long-term memory, what value there is in presenting from the back of the room, how a "room with a view"

optimizes learning, why silence is golden, and much more!

Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: Association for

Supervision and Curriculum Development. This book describes how educators can bring Gardner’s theory of multiple intelligences into the classroom every

day. You’ll find information on how to explore your own intelligences, introduce students to multiple intelligences

(MI), develop MI lessons, conduct MI assessments, and much more.

Association for Supervision and Curriculum Development. (2000). The Brain and Early

Childhood. Alexandria, VA. This videotape series is designed to assist those who provide services to young children and their families in using

information about the brain to facilitate the growth and development of the young child.

Association for Supervision and Curriculum Development. (1999). The Brain and Reading.

Alexandria, VA. This videotape series is designed to assist schools, districts, and individual teachers in developing programs based

on the findings of brain research that will improve reading instruction for all children, especially those at risk of

reading failure.

Ballinger, E. (1996). The Learning Gym: Fun-to-Do Activities for Success at School. Ventura, CA:

Edu-Kinesthetics. Discover how simple it is to get both sides of your brain working together through movement. This booklet

presents 10 simple, yet scientifically-based activities to help children and adults realize their full learning potential.

Barbor, M. (1999). The Human Brain: Science Action Kit. Philadelphia, PA: Running Press. This kit includes a 12-piece latex model of the human brain plus brainy facts, fun experiments, and engaging

activities to challenge anyone’s brain. It includes full-color illustrations, informative factoids, and an easy-to-

assemble brain model.

Bailey, B. (2000). Conscious Discipline: 7 Basic Skills for Brain Smart Classroom Management.

Oviedo, FL: Loving Guidance. This comprehensive social-emotional classroom management approach empowers both teachers and students.

This resource will help you solve discipline problems, learn new skills, and develop a greater understanding of

diverse student attitudes.

Barrett, S.L. (1992). It’s All in Your Head. Minneapolis, MN: Free Spirit Publishing.

This “owner’s manual” on the brain is for anyone who wants to know more about the possibilities—and

capabilities—of the brain.

Bellanca, J., Chapman, C., & Swartz, E. (1997). Multiple Assessments for Multiple Intelligences

(Third Edition). Arlington Heights, IL: Skylight Professional Development. This book explains how you can devise specific performance standards for each intelligence and apply them

directly to your classroom. It tells why each intelligence is important to the curriculum and offers ways to

strengthen each intelligence.

Bluestein, J. (2001). Creating Emotionally Safe Schools. Deerfield Beach, FL: Health

Communications, Inc. This book examines the neurological, environmental, developmental, psychological, sociological, interpersonal,

instructional, and administrative factors that contribute to the emotional climate of schools.

Boyles, N.S. & Contadino, D. (1998). The Learning Differences Sourcebook. Los Angeles, CA:

Lowell House. A special guide for both parents and educators, this book identifies and evaluates learning differences and various

methods of providing the best home and school environment for a child with a learning difference. It describes the

behaviors of numerous learning differences plus medical psychosocial issues that interfere with learning and

provides parents and educators with all the information they need to successfully manage the special needs of a

child with a learning difference.

Bragdon, A. D. & Gamon, D. (2000). Brains that Work a Little Bit Differently.

Bass River, MA: Brainwaves Books. This looks at the causes and behavior patterns of some common brain diversities. It covers atypical conditions such

as left-handedness, perfect pitch, synesthesia, photographic memory, ADHD, Seasonal Affective Disorder (S.A.D.),

autism and more.

Bragdon, A. & Gamon, D. (2000). Use It or Lose It!: How to Keep Your Brain Fit as It Ages. South

Yarmouth, MA: Allen D. Bragdon Publishers, Inc.

After taking a test to evaluate your current mental strengths and weaknesses, you can discover simple brain tasks

targeted to exercise specific functions such as working memory, mental flexibility and multi-tasking. This non-

technical resource will make “mind maintenance” your favorite subject.

Brain Store. (2002). Attention Deficit Disorder. San Diego, CA. You’ll love this high-tech, ready-to-use presentation that provides everything you need to train staff for success

with ADD students.

Brain Store. (2002). Adrenaline to Go! (Let’s Hurry Up!). San Diego, CA. Adrenaline to Go! is scientifically produced to activate the adrenergic (adrenaline) system. Danger, excitement,

emergencies, public speaking performances and all sides can stimulate the “get-up-and-go” hormone. Use this

music CD for clean-up time, getting back in place or simply getting things done in a flash.

Brain Store. (2002). Discipline Solutions and the Student Brain. San Diego, CA. This staff-development presentation features a powerful approach for eliminating the daily discipline battles.

Brain Store. (2002). How the Student Brain Learns. San Diego, CA. Turbo-charge your staff and students with this exciting ready-to-use presentation that features a powerful, proven

approach for tapping into the intrinsic motivation of all learners on this CD. Get dozens of real-world strategies

that are guaranteed to enhance your school environment while building confident and competent learners.

Brain Store. (2002). Memory and Recall Made Fun. San Diego, CA. This ready-to-use presentation is full of dozens of “power tools” that are guaranteed to enhance student learning

and achievement. Inspire and motivate staff to greater classroom success with teacher-tested, real-world

strategies that require little or no prep time!

Brain Store. (2002). Peace and Quiet (Slow Down). San Diego, CA. This CD has piano tracks of beauty that are especially helpful for teachers who have students returning from high

energy situations like lunch or P.E. or for those who require exceptional stillness and quiet.

Brain Store. (2002). Whistle While You Work (Stay Focused!). San Diego, CA. This CD is especially designed to activate the serotonergic (serotonin) system. Play this CD in the background when

you’d like to reduce stress, but encourage productivity. All selections are 100% soothing and easy-to-listen to audio

selections.

Brandt, R.S. (1998). Powerful Learning. Alexandria, VA: Association for Supervision and

Curriculum Development. Drawing upon findings from psychology and brain research, the author describes conditions that promote learning

and then provides examples of real schools to illustrate how those conditions apply to students in the classroom.

Buzan, T. (1996). The Mind Map Book. New York, NY: Plume Books.

A complete book on mind-mapping. Chapters include: The Amazing Brain, Brainstorming Words,

Developing a Personal Style, Self Analysis, and others.

Campbell, D. G. (1997). The Mozart Effect. New York, NY: Avon Books, Inc. Drawing on medicine, Eastern wisdom, and the latest research on learning and creativity, the author reveals how

exposure to sound, music, and other forms of vibration, beginning in utero, can have a lifelong effect on health,

learning, and behavior. He shows how to use sound and music to strengthen learning and memory and how to

strengthen listening abilities.

Chapman, C. (1993). If the Shoe Fits…How to Develop Multiple Intelligences in the Classroom.

Glenview, IL: Skylight Professional Development. This book translates Gardner’s theory of multiple intelligences into practical methods for classroom use. It offers

information and “how-to” advice for identifying and developing student strengths.

Chapman, C. & Freeman, L. (1996). Multiple Intelligences Centers and Projects. Glenview, IL:

Skylight Professional Development. Section One of this book offers background materials on multiple intelligences and general information about

centers and projects. Each chapter of Section Two is devoted to a specific unit of focus, such as the brain,

oceanography, color and insects. All units contain complete blueprints for centers and projects that target each

intelligence.

Chapman, C. & King, R. (2003). Differentiated Instructional Strategies for Reading in the

Content Areas. Tucson, AZ: Zephyr Press. This handbook gives teachers creative yet substantial ideas and methods for infusing phonics, word analysis,

vocabulary development, and comprehension strategies into subject-area instruction. Differentiated instruction,

multiple intelligences, constructivism, scaffolding, continuous assessment, and co-op learning activities are

discussed.

Chapman, C. & King, R. (2003). Differentiated Instructional Strategies for Writing in the

Content Areas. Thousand Oaks, CA: Corwin Press. This guide helps you work with each student’s unique skills and needs, so that the student learns to apply

information, to demonstrate content mastery, to think and write creatively and critically, and to solve real-world

problems.

Chapman, C. & King, R. (2000). Test Success in the Brain-Compatible Classroom. Tucson, AZ:

Zephyr Press. The authors describe how to transform the testing experience from a dreaded event into a celebration of the

brain’s phenomenal abilities, providing strategies to bridge the gap between the many ways students learn and

formal test formats. Innovative learning strategies assist in teaching students to retain and transfer information to

all tests.

Church, E.B. (2002). 50 Fun and Easy Brain-Based Activities for Young Learners. New York, NY:

Scholastic, Inc. This cross-curricular resource the author shares dozens of specially-designed activities that draw on and correlate

with current brain-based research by using playful, engaging that support children’s healthy brain development

and maximize learning.

Cram, H. G. & Germinario, V. (Ed.). (2000). Leading and Learning in Schools: Brain-Based

Practices. Lanham, MD: The Scarecrow Press, Inc. The authors present, in simple lay language, both the brain-based research and the related teaching and learning

strategies for the widest range of students.

Denti, L.G. (2012). Proactive Classroom Management: A Practical Guide to Empower Students

and Teachers K-8. Thousand Oaks, CA: Corwin. This book is organized into two sections: the first provides general classroom operating principles for maintaining

control of the classroom and for helping teachers with day-to-day classroom management; and the second is chock

full of teacher-friendly activities to promote an enhanced classroom environment. Excellent for all students, these

strategies will help you improve your teaching and classroom management skills, enhance your knowledge base,

and maintain a positive attitude so that you can be proactive rather than reactive.

DePorter, B. (2000). Quantum Pathways: Discovering Your Personal Learning Style. Oceanside,

CA: Learning Forum Publications. This book offers simple tests and rewarding insights to help you discover how your brain learns best. Drawing from

three different learning-style models, DePorter provides simple, telling exercises and then sums up your learning

style based on the results.

DePorter, B., Reardon, M., & Singer-Nourie, S. (1999). Quantum Teaching: Orchestrating

Student Success. Needham Heights, MA: Allyn & Bacon. This book shows you how to bring out the best in every learner. Every detail of the classroom is attended to in this

book of easy-to-apply suggestions for immediate implementation.

Dhority, L. F. & Jensen, E. (1998). Joyful Fluency: Brain-Compatible Second Language

Acquisition. San Diego, CA: The Brain Store, Inc. Based on brain-compatible principles, foreign language learning is finding a powerful new identity—one that is

aligned with leading-edge research. Discover principles that will make learning a new language your students’

favorite subject.

Diamond, M. & Hopson, J. (1999). Magic Trees of the Mind. New York, NY: Plume Books. This book combines cutting-edge scientific research findings with practical, positive guidelines and resources for

parents.

Eliot, L. (1999). What’s Going On in There? New York, NY: Bantam Books. This book charts brain development from conception through the first five years. Topics include basic biology of

brain development, prenatal influences on the developing brain, how birth affects the brain, a baby’s sensory

world, and how to raise a smarter child.

Faculty of the New City School. (1994). Celebrating Multiple Intelligences: Teaching for

Success. St. Louis, MO: The New City School, Inc.

The user-friendly guide supports the different ways children learn and teachers teach with lesson plans, activities,

resource lists, and more. It includes icons for easy identification of the different areas of intelligence.

Feldman, J. R. (1997). Wonderful Rooms Where Children Can Bloom! Peterborough, NH: Crystal

Springs Books. This book contains more than 500 exciting ideas and easy activities designed to be fun, inexpensive, and

compatible with the primary classroom. You’ll learn how to create a literate environment, focus on children’s art,

develop learning centers, and facilitate useful game activities.

Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks. This book brings together previously published and original work by Gardner and his colleagues at Project Zero to

provide a coherent picture of what we have learned about the Educational applications of MI theory from projects

in schools and formal research over the last decade.

Gee, K. (2000). Visual Arts as a Way of Knowing. York, ME: Stenhouse Publishers. This resource offers a serious yet enjoyable approach to incorporating the visual arts across the curriculum.

Goleman, D. (1995). Emotional Intelligence. New York, NY: Bantam Books. While childhood is a critical time for the development of emotional intelligence, it is not fixed at birth. It can be

nurtured and strengthened throughout adulthood—with immediate benefits to our health, our relationships, and

our work. This book offers a new vision of excellence and a vital new curriculum for life.

Goleman, D. (1998). Working with Emotional Intelligence. New York, NY: Bantam Books. The single most important factor in job performance and advancement is emotional intelligence. Emotional

intelligence is actually a set of skills that anyone can acquire, and in this practical guide, Daniel Goleman identifies

them, explains their importance, and shows how they can be fostered.

Gopnik, A., Meltzoff, A., & Kuhl, P. (1999). The Scientist in the Crib. New York, NY: HarperCollins

Publishers, Inc. Based on hundreds of studies that reveal what babies and young children think and learn, the authors present a

fascinating new view of the inner life of children and the mysteries of our mind.

Gordon, F. N. (1995). Magical Classroom. Tucson, AZ: Zephyr Press.

This book is a practical introductory manual for facilitating brain states conducive to

expanded/integrated/accelerated learning and creating effective, brain-friendly environments for

learning.

Gregory, G. H. & Chapman, C. (2002). Differentiated Instructional Strategies: One Size Doesn’t Fit All.

Thousand Oaks, CA: Corwin Press, Inc.

Differentiated instruction enables teachers to plan strategically so they can meet the needs of each and

every student in today’s highly diverse classroom. This book describes best practices and techniques for

differentiated instruction.

Hannaford, C. (1995). Smart Moves: Why Learning Is Not All in the Head. Alexander, NC: Great

Ocean Publishers. This book provides activities, cross-laterals and brain-gym movements, PLUS the science that supports them.

Discover the impact of water, nutrition, stress, drugs and emotions on the brain and learning.

Hanson, A. (2002). Write Brain Write: Proven Success Tools for Developing the Writer in Every

Student. San Diego, CA: The Brain Store. Written by a master language-arts teacher, this book will help you discover how to develop effective and

passionate student writers in classrooms of any type at any level. Advocating a “coaching” approach, the author

addresses the issues of planning, assessment, and curriculum selection.

Hart, L. (1999). Human Brain and Human Learning. Kent, WA: Books for Educators, Inc. This publication provides the starting point for serious thought and discussion about the emerging brain research

and what it means to the future of learning. Topics include reducing threat, understanding emotions, and utilizing

the powerful pattern-making part of our cerebrum.

Healy, J. M. (1999). Failure to Connect. New York, NY: Simon & Schuster. The author examines the pros and cons of computer use and its effects on children’s health, creativity, brain

development, and social and emotional growth. The book illustrates how computers can be used successfully with

children of different age groups, while also issuing strong warnings against too early use.

Healy, J. M. (1994). Your Child’s Growing Mind. New York, NY: Doubleday. This guide for raising healthy children who learn better includes language, reading, intelligence, memory, and

motivation.

Heller, P. G. (1995). Drama as a Way of Knowing. York, ME: Stenhouse Publishers. This book illustrates how you can harness the dramatic energy that is inherent in each classroom and use it as an

effective learning tool. This ten-step process teaches how to guide your students through rewarding dramatic

experiences.

Hirsh-Pasek, K., & Golinkoff, R. (2003). Einstein Never Used Flash Cards. Rodale, Inc. Shows why and how to step away from the cult of achievement and toward a more nurturing home like full of

imaginative play and love of learning.

Jackson, T. (1993). Activities That Teach. Red Rock Publishing. Kids learn best by doing! Sixty creative, innovative, teacher-proven and user-friendly activities which will influence

student behavior and attitudes for a lifetime. These activities cover topics such as alcohol and drug prevention,

communication, problem solving, working together, decision making, self-esteem, character, goal setting, anger

management, stress management, peer pressure, etc. designed for grades three through twelve.

Jackson, T. (1995). More Activities That Teach. Red Rock Publishing. Kids learn best by doing! Eighty-two creative, innovative, teacher-proven and user-friendly activities which will

influence student behavior and attitudes for a lifetime. These activities cover topics such as alcohol and drug

prevention, communication, problem solving, working together, decision making, self-esteem, character, goal

setting, anger management, stress management, peer pressure, etc. designed for grades three through twelve.

Jensen, E. (2003). A New View of AD/HD: Strategies for the Impulsive Learner. San Diego, CA:

The Brain Store. This book describes how a methodical approach based on a series of simple steps can ensure the appropriate

responses for each individual learner.

Jensen, E. (2001). Arts with the Brain in Mind. Alexandria, VA: Association for Supervision and

Curriculum Development. This book details the reasons for implementing arts programs, outlines the benefits of doing so and provides

practical, detailed suggestions for making the arts a part of every student’s education. Specific chapters address

arts as a major discipline, musical arts, visual arts, kinesthetic arts and arts and assessment. It is a pragmatic,

research-based tool that will help teachers advance learning.

Jensen, E. (1997). Brain-Compatible Strategies. Del Mar, CA: Turning Point Publishing. This book contains creative, ready-to-use ideas to motivate, inspire, and encourage students. It is 90% action steps

and 10% background and theory of brain-compatible learning.

Jensen, E. (1997). Completing the Puzzle: The Brain-Compatible Approach to Learning. San

Diego, CA: The Brain Store, Inc. Brain-compatible learning is a dynamic, interdisciplinary, system-wide approach based on the way current research

in neuroscience suggests how our brain naturally learns best. Discover the role of nutrition, emotions, the clock,

the calendar, and gender roles in learning.

Jensen, E. (2000). Different Brains, Different Learners: How to Reach the Hard to Reach. San

Diego, CA: The Brain Store, Inc. This practical guide is written to link the latest brain research with teaching strategies to reach hard-to-reach

learners. It is packed with powerful tools, techniques, and strategies that can actually help students improve brain

function.

Jensen, E. (2003). Environments for Learning. San Diego, CA: The Brain Store. This book examines every aspect of the classroom the way a student experiences it—through the senses. Discover

how the brain is impacted by one’s surroundings; determine whether your classroom environment supports or

hinders learning, and boost motivation and achievement with a practical plan of action.

Jensen, E. (1998). Introduction to Brain Compatible Learning. San Diego, CA: The Brain Store,

Inc. This resource introduces the key principles of brain-compatible teaching and learning. It is presented in an easy-to-

read format.

Jensen, E. (2001). Learning Smarter. San Diego, CA: The Brain Store, Inc.

It’s time to teach smarter, not harder! This reference translates the latest research and offers action steps for

boosting cognition, test scores, memory, nutrition, achievement, and early development.

Jensen, E. (2000). Learning with the Body in Mind. San Diego, CA: The Brain Store. Once considered “extra-curricular,” research now suggests that movement activities are integral to the learning

process. Whether you’re an elementary school teacher or a high school math instructor, discover how to increase

intrinsic motivation, improve attitudes, strengthen memory, and boost achievement through the movement arts.

Jensen, E. (2000). Music with the Brain in Mind. San Diego, CA: The Brain Store. This resource translates the latest brain and music research and provides practical strategies for incorporating the

musical arts at all level. With sections on both theory and classroom applications, you’ll find it easy to put the

science into practice immediately and convince others of its benefits.

Jensen, E. (1992). Super Mapping. San Diego, CA: The Brain Store, Inc. This video presents a mind mapping, a learning strategy designed to appeal to both sides of the brain, boost

understanding, enhance recall, and increase learning enjoyment.

Jensen, E. (1995). Super Teaching. San Diego, CA: The Brain Store, Inc. This book and cassette contains hundreds of teaching ideas, classroom strategies, and valuable information on

how to reach nearly every student, every time. Topics include learning styles, brain research, brain-compatible

teaching strategies, thinking skills, and more.

Jensen, E. (1998). Teaching with the Brain in Mind. San Diego, CA: The Brain Store, Inc. This book provides the latest practical, easy to understand research on learning and the brain. It balances the

research and theory of the brain with successful tips and techniques for using that information in classrooms.

Karr-Morse, R. & Wiley, M. S. (1997). Ghosts from the Nursery. New York, NY: Atlantic Monthly

Press. This expose’ provides startling evidence of the link between violent behavior and infant abuse and neglect. It

addresses the price we all pay for ineffective intervention and protection programs for children in the first two

years of life.

Kaufeldt, M. (1999). Begin with the Brain: Orchestrating the Learner-Centered Classroom. San

Diego, CA: The Brain Store. This practical guide is for those who want to create a joyous and harmonious place for learning. The inclusive

techniques will help make your students feel like part of the team with no-fuss ways to eliminate distractions that

inhibit learning.

Ledoux, J. (1996). The Emotional Brain. New York, NY: Touchstone. This book discusses the breakthrough research that explains how and why we feel the way we do.

Levine, M. (2002). A Mind at a Time. New York, NY: Simon & Schuster.

In this book, the author shows parents and others who care for children how to identify individual learning

patterns. He explains how to encourage a child’s strengths and bypass the child’s weaknesses to produce

satisfaction and achievement instead of frustration and failure.

Loomans, D. & Kolberg, K. (1993). The Laughing Classroom. San Diego, CA: The Brain Store. This guide to teaching with humor and play is packed with warm-ups, laughing sessions, energizers, puns, gags,

raps, songs, and stress reducers.

Mangam, M. A. (1998). Brain-Compatible Science. Arlington Heights, IL : SkyLight Professional

Development. This handbook defines and summarizes the essential principles of chaos and new science theories. It explains the

implications and applications for the brain-compatible classroom and includes lessons that easily integrate into

existing science curriculums.

Margulies, N. (1991). Mapping Inner Space. Tucson, AZ: Zephyr Press. Learn from this master of visual thinking. Discover techniques of mind-mapping, by example. Every printed page of

this book is mapped out for maximum learning. You can use mind mapping for personal note-taking, curriculum

planning, and as a teaching strategy.

Markowitz, K. & Jensen, E. (1999). The Great Memory Book. This book opens the door to optimal memory functioning by introducing the latest research on memory and how it

relates to our whole body/brain/mind system. You will learn how to apply what we now know about memory to

your own life for immediate memory improvement.

Olsen, K. D. (1999). Making Bodybrain-Compatible Education a Reality. Kent, WA: Books for

Educators, Inc. Teaching adults is a different and much more difficult task than teaching children. This practical, research-based

staff-development guide will help you develop skills for teaching adults.

Page, N. (1995). Music as a Way of Knowing. York, ME: Stenhouse Publishers. This book demonstrates how music contributes to learning, encourages discipline, and builds a sense of

community. Topics include how to write songs and raps, music across the curriculum, a simple guide to teaching

songs, and where to find songs.

Parker, S. (1995). Brain Surgery for Beginners. Brookfield, CN: The Millbrook Press. This book looks at all aspects of the human body from the vantage point of this amazing control center known as

the human brain. It is written for ages 7 and up.

Ronis, D. (2000). Brain-Compatible Assessments. Arlington Heights, IL: SkyLight Professional

Development. This resource offers strategies for assessing what your students truly know, not merely what they have studied for

test time. Based on the findings and applications of brain research, you will discover how to unlock students’ total

learning potential, bring new life to your classroom, and assess the multiple intelligences of diverse learners.

Ronis, D. (1999). Brain-Compatible Mathematics. Arlington Heights, IL: SkyLight Professional

Development. Discover how to empower learners to move from passive absorbers of information to knowledge seekers and

active learners of math concepts. The book includes performance-based learning, the six pillars of performance,

multiple intelligences, problem-solving strategies, and age-appropriate math concepts.

Rooyackers, P. (1996). 101 Dance Games for Children. Alameda, CA: Hunter House, Inc. The games outlined in this easy-to-use book combine dance and play in ways that release a child’s spontaneity and

self-expression. They can be played by children and adults of all ages, and are flexible enough to be used by

parents and teachers in a variety of settings.

Rooyackers, P. (1996). 101 Drama Games for Children. Alameda, CA: Hunter House, Inc. This book teaches children and adults to explore their imaginations through sensory games, pantomimes, story

games, puppets, masks, and costumes. Each game includes a guideline for age appropriateness, estimated time

necessary, and suggestions for music accompaniment.

Sapolsky, R. (2000). Why Zebras Don’t Get Ulcers. New York, NY: W.H. Freeman and Company. With a combination of cutting-edge research, good humor and practical advice, you’ll discover how prolonged

stress causes or intensifies a range of physical and mental afflictions including depression, ulcers, colitis, heart

disease and more.

Schiller, P. (1999). Start Smart: Building Brain Power in the Early Years. Beltsville, MD:

Gryphon House. This book offers simple, straightforward ways to boost children’s brain power with active participation, repetition,

sensory exploration, meaningful context, trial and error, and direct experiences. Activities are supported by the

latest brain research explaining how and why they work.

Schipper, B. & Rossi, J. (1997). Portfolios in the Classroom. York, ME: Stenhouse Publishers. This book is packed with powerful facts and findings that support the value of student portfolios. It addresses the

multiple types and benefits of portfolios, how to lay the groundwork for effective implementation, how to collect

accurate baseline data, what to address in the portfolio conference, and the importance of celebrating student

progress.

Shimkofski, W. (1997). Brainstorm. Markham, Ontario: Pembroke Publishers. In this book, your mind will get a mental workout. Activities range from creating mysterious codes to writing tall

tales to redesigning rooms. There are no right or wrong answers, just stimulating ideas to help you become the

best you can be.

Shore, R. (1997). Rethinking the Brain: New Insights into Early Development. New York, NY:

Families and Work Institute.

This book presents an overview of neuroscientists’ recent findings about the brain, and suggests how these

insights can guide and support our nation’s efforts to promote the healthy development and learning of young

children.

Silberg, J. (2000). 125 Brain Games for Toddlers and Twos: Simple Games to Promote Early

Brain Development. Beltsville, MD: Gryphon House. This collection of everyday interaction ideas is aligned with the research the importance of age-appropriate brain

games.

Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So Each May Learn. Alexandria, VA:

Association for Supervision and Curriculum Development. This book includes rationales and research-based principles of learning that support integrated learning; classroom

examples, activities, and organizers to help educators process ideas and analyze their current practices;

instruments for readers to identify their own style and intelligence profiles; and planning templates for designing

integrated lessons, assessments, and curriculum.

Sousa, D. (2001). How the Brain Learns-Revised Edition. Reston, VA. The National Association

of Secondary School Principals. A vital tool for educators of all levels, including administrators, and staff developers, this resource provides basic

brain facts, a learning manual, practical applications for the classroom, and the infusion of the most recent findings

on learning and the brain.

Sousa, D. (2001). How the Special Needs Brain Learns. Thousand Oaks, CA: Corwin Press, Inc. In this resource, Sousa covers students with ADD, ADHD, Speech, Reading, Writing and Mathematics Disabilities,

Sleep Disorders, Emotional and Behavioral Disorders, Autism and Asperger’s Syndrome. Perfect for teachers,

administrators, parents and anyone dealing with children with special needs.

Sprenger, M. (2002). Becoming a Wiz at Brain-Compatible Teaching: How to Make Every Year

Your Best Year. Thousand Oaks, CA: Corwin Press. This user-friendly guide discusses findings about brain growth, structure and functions to help teachers foster a

love of learning in all students. Discover how to create an enriched, brain-compatible environment and counter

negative influences like stress, sleep deprivation, poor nutrition and the genetic predisposition to disorders that

prevent successful lifelong learning.

Storms, J. (1995). 101 Music Games for Children. Alameda, CA: Hunter House, Inc.

Used with popular songs and simple rhythms, the games in this book help children develop creativity, physical

learning, and social skills. All you need is some music and simple instruments—many of which can be made from

common household items.

Summerford, C. (2000). PE-4-ME. Champaign, IL: Human Kinetics. Integrating physical activity with movement concepts, social skills, stress reduction, nutrition, school safety, and

drug resistance education, weekly thematic lesson plans will help you prepare children for a lifetime of wellness

and fitness. Included is a reproducible Kids’ Radical Wellness Book which features 138 fun, easy, inclusive, and

field-tested activities designed for any fitness level.

Sylwester, R. (1995). A Celebration of Neurons. Alexandria, VA: Association for Supervision and

Curriculum Development. This “educator’s guide to the human brain” will help you discover useful applications for brain theory and research

in schools.

Sylwester, R. (1998). Student Brains, School Issues: A Collection of Articles.

Arlington Heights, IL: SkyLight Training & Publishing, Inc. This collection of articles contains information on how the brain learns, the nature of intelligence, and the vital role

that emerging technology plays in how students process information.

Tileston, D. W. (2000). 10 Best Teaching Practices. Thousand Oaks, CA: Corwin Press, Inc. This resource written by a veteran teacher takes a look at brain research and how it can be applied to a standards-

based curriculum.

Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the needs of all learners.

Alexandria, VA: Association for Supervision and Curriculum Development. The author looks to the latest research on learning, education, and change for the theoretical basis of

differentiated instruction and why it’s so important for today’s children. Three chapters describe actual lessons,

units, and classrooms with differentiated instruction in action.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd

Edition). Alexandria, VA: Association for Supervision and Curriculum Development. The author shows how to use students’ readiness levels, interests, and learning profiles to address student

diversity. In addition, the book describes how to differentiate lessons at every grade level and content area to

provide scaffolds for the content of the lessons, the processes used in learning, and the products of learning.

Treays, R. (1996). Understanding Your Brain. London: Usborne Publishing Ltd. This Usborne Science for Beginners book lifts the lid on what goes on inside the human head.

Winebrenner, Susan, and Pamela Espeland. Teaching Kids with Learning Difficulties in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to Challenge and Motivate Struggling Students. Minneapolis, MN: Free Spirit Pub., 1996. This book helps teachers differentiate the curriculum in all subjects to help all learners reach their potential. Full of

proven ways to significantly improve learning outcomes for students who score below proficiency levels, this is an

essential resource for every teacher.

Zakkai, J. D. (1997). Dance as a Way of Knowing. York, ME: Stenhouse Publishers. This resource illustrates why movement and dance are powerful tools for learning and creativity. The author

addresses the challenge of engaging students in full-bodied motion in the classroom and offers structured learning

experiences.