1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600, press 2
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723), press 2
All other countries: (International Access Code) + 1-703-578-9600, press 2
by Richard L. Curwin
Table of Contents
Anno, M. (1977). Anno's journey. New York: Putnam Juvenile.
Appelbaum, M. (2008). How to handle the hard-to-handle student, k–5. Thousand Oaks, CA: Corwin Press.
Armstrong, T. (1987). In their own way. Los Angeles: Jeremy Tarcher.
Armstrong, T. (1998). Awakening genius. Alexandria, VA: ASCD.
Atkinson, D. A., & Juntunen, C. L. (1994). School counselors and school psychologists as school-home-community liaisons in ethnically diverse schools. In P. Pedersen & J. C. Carey (Eds.), Multicultural counseling in schools: A practical handbook (pp. 103–119). Needham Heights, MA: Allyn and Bacon.
Bagley, W. C. (1907). Classroom management. Norwood, MA: MacMillan.
Barros, R., Silver, E., & Stein, R. (2009, February). School recess and group classroom behavior.
Pediatrics, 123(2), 431–436.
Beane, J. (2005). A reason to teach. Portsmouth, NH: Heinemann.
Bennett, S., & Kalish, N. (2006). The case against homework: How homework is hurting our children and what we can do about it. New York: Three Rivers Press.
Betances, S. (1998). Ten steps to the head of the class. Chicago: New Century Forum.
B'Hahn, C. (2002). Mourning has broken: Learning from the wisdom of adversity. Bath, UK: Crucible Publishers.
Blase, J., & Kirby, P. (2000). Bringing out the best in teachers: What effective principals do. Thousand Oaks, CA. Corwin Press.
Borba, M., & Borba, C. (1982). Self-esteem: A classroom affair: 101 ways to help children like themselves. San Francisco: Harper and Row.
Brendtro, L. K., Brokenleg, M., & Van Bockern, S. (1990). Reclaiming youth at risk: Our hope for the future. Bloomington, IN: National Educational Service.
Brendtro, L. K., Ness, A. E., & Mitchell, M. (2001). No disposable kids. Longmont, CO: Sopris West.
Brooks, R. (1991). The self-esteem teacher: Seeds of self-esteem. Circle Pines, MN: American Guidance Service.
Brown, E. (2003). Freedom for some, discipline for "others": The structure of inequality in education. In K. Saltman & D. Gabbard (Eds.), Education as enforcement: The militarization and corporatization of schools. New York: Routledge Falmer Press.
Campbell, L., & Campbell, B. (1999). Multiple intelligences and student achievement. Alexandria, VA: ASCD.
Carr, J., & Harris, D. (2001). Succeeding with standards. Alexandria, VA: ASCD.
Castilla, R. (2001). Being down: Challenging violence in urban schools. New York: Teachers College Press.
Charles, C. M. (2005). Building classroom discipline (8th ed.). Boston: Pearson Publishing.
Charles, C. M. (2008). Today's best classroom management strategies: Paths to positive discipline. Boston: Pearson Education.
Check, J. (2006). Politics, language, and culture: A critical look at urban school reform. Santa Barbara, CA: Greenwood Publishing Group.
Ciaccio, J. (2004). Totally positive teaching. Alexandria, VA: ASCD.
Committee for Children. (2002). Second Step: A violence prevention curriculum, preschool/ kindergarten. Seattle, WA: Author.
Creemers, B. P. M., & Reezigt, G. J. (2005). Linking school effectiveness and school improvement: The background and outline of the project. School Effectiveness and School Improvement, 16(4), 359–371.
Crow, K., & Ward-Lonergan, J. (2002). An analysis of personal event narratives produced by school-age children. Paper presented at the annual meeting of the Council for Exceptional Children, New York.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
Curwin, R. (1992). Rediscovering hope: Our greatest teaching strategy. Bloomington, IN: National Educational Service.
Curwin, R. (1993, November). The healing power of altruism. Educational Leadership, 51(3), 36–39.
Curwin, R. (2002, March). Finding jewels in the rubble. Educational Leadership, 59(6), 80–83.
Curwin, R. (2003). Making good choices. Thousand Oaks, CA: Corwin Press.
Curwin, R. (2006). Motivating students left behind: Practical strategies for reaching and teaching your most difficult students. Rochester, NY: Discipline Associates.
Curwin, R., & Mendler, A. (1993, Fall). Classroom discipline without cultural bias. School Safety, 24–26.
Curwin, R., & Mendler, A. (1999, October). Zero tolerance for zero tolerance. Phi Delta Kappan,
Curwin, R., Mendler, A., & Mendler, B. (2008). Discipline with dignity: New problems, new solutions (3rd ed.). Alexandria, VA: ASCD.
Designs for Change. (2005, September 21). 144 Chicago inner city elementary schools serving nearly 100,000 students show 15 years of substantial and sustained achievement gains [Press release]. Retrieved October 7, 2009, from
DeVoe, J. F., Peter, K., Kaufman, P., Miller, A., Noonan, M., Snyder, T. D., et al. (2004). Indicators of school crime and safety: 2004. (NCES 2005–002/NCJ 205290). Washington, DC: National Center for Education Statistics. Retrieved October 7, 2009, from
Dohrmann, G. (2008, June 30). How dreams die. Sports Illustrated.
Driekers, R. (1964). Children: The challenge. New York: Hawthorn Books.
Erskine-Cullen, E., & Sinclair, A. (1996, March 25). Preparing teachers for urban schools: A view from the field. Canadian Journal of Educational Administration and Policy, 6.
Ferguson, A. (2000). Bad boys. Ann Arbor, MI: University of Michigan Press.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: BasicBooks.
Gardner, H. (1999). The disciplined mind: Beyond facts and standardized tests, the K–12 education that every child deserves. New York: Simon and Schuster.
Gladwell, M. (2008). Outliers: The story of success. New York: Little, Brown.
Goldberg, M. (2001). Lessons from exceptional school leaders. Alexandria, VA: ASCD.
Goldstein, A. (1999). Teaching prosocial competencies. Champaign, IL: Research Press.
Gonzalez, T. (2008, September 1). Know yr cell-phone messaging limits b4 U get caught @ school. The Star Tribune (Minneapolis). Retrieved October 7, 2009, from
Gordon, R., Della Piana, L., & Keleher, T. (2001a). Zero tolerance: A basic racial report card. In W. Ayers, B. Dohrn, & R. Ayers (Eds.), Zero tolerance. New York: The New Press.
Gordon, R., Della Piana, L., & Keleher, T. (2001b). Facing the consequences: An examination of racial discrimination in U.S. public schools. Oakland, CA: Applied Research Center.
Greene, J. P., & Forster, G. (2004, January). Sex, drugs, and delinquency in urban and suburban public schools, 4. New York: Manhattan Institute for Policy Research.
Grunbaum, J. A., Kann, L., Kinchen, S., Ross, J., Hawkins, J., Lowry, R., et al. (2004, May 21). Youth risk behavior surveillance—United States, 2003. MMWR Surveillance Summaries, 53(2), 1–96.
Hamilton, B. E., Martin, J. A., & Ventura, S. J. (2006). Births: Preliminary data for 2005. National Vital Statistics Reports, 55(11). Hyattsville, MD: National Center for Health Statistics.
Harlow, C. W. (2003, January). Special report: Education and correctional populations. Washington, DC: Bureau of Justice Statistics, U.S. Department of Justice. Retrieved December 9, 2009, from
Harmon, M. (1974). Teaching is. Chicago: Science Research Associates.
Henley, M. (2003). Teaching self-control. Bloomington, IN: Solution Tree.
Hurren, L. (2006). The effects of principals' humor on teachers' job satisfaction. Educational Studies, 2(4), 373–385.
Hursh, D., & Ross, E. W. (2000). Democratic social education: Social studies for social change. New York: Falmer Press.
Interacting with and petting animals creates a hormonal response in humans that can help fight depression. (2004, May 14). The Medical News. Retrieved October 7, 2009, from
Jensen, E. (2000). Different brains, different learners: How to reach the hard to reach. Thousand Oaks, CA: Corwin Press.
Johnson, T., Boyden, J., & Pittz, W. (Eds.). (2001). Racial profiling and punishment in U.S. public schools: How zero tolerance and high stakes testing subvert academic excellence and racial equity. Oakland, CA: Applied Research Center.
Keith, S., & Martin, M. (2005). Cyber-bullying: Creating a culture of respect in a cyber world.
Reclaiming Children and Youth, 13(4), 224.
Kerman, S., Kimball, T., & Martin, M. (1980). Teacher expectations and student achievement. Bloomington, IN: Phi Delta Kappa.
Kohn, A. (1990). The brighter side of human nature: Altruism and empathy in everyday life. New York: BasicBooks.
Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston: Houghton Mifflin.
Krzyzewski, M., & Spatola, J. (2009). The gold standard: Building a world-class team. New York: Hachette Book Group.
Langrehr, J. (2001). Teaching our children to think. Bloomington, IN: National Educational Service.
Larsen, E. (2003). Violence in U.S. public schools: A summary of findings. Washington, DC: Institute of Education Sciences. (ERIC Document Reproduction Service No. 0889-8049)
Laub, J. H., & Lauritsen, J. L. (1998). The interdependence of school violence with neighborhood and family conditions. In D. Elliott, B. Hamburg, & K. Williams (Eds.), Violence in American schools (pp. 127–158). Cambridge, UK: Cambridge University Press.
Lenhart, A. (2009, August). Teens and mobile phones over the past five years: Pew Internet looks back. Washington, DC: Pew Internet & American Life Project.
Lippman, L., Burns, S., & McArthur, E. (1996). Urban schools: The challenge of location and poverty. Washington, DC: National Center for Education Statistics.
Loomans, D., & Kolberg, K. (2002). The laughing classroom. Novato, CA: H. J. Kramer/New World Library.
Losen, D., & Edley, C. (2001). The role of law in policing abusive disciplinary practices: Why school discipline is a civil rights issue. In W. Ayers, B. Dohrn, & R. Ayers (Eds.), Zero tolerance. New York: The New Press.
Luks, A. (1988, October). Helper's high: Volunteering makes people feel good, physically and emotionally. Psychology Today, 39–42.
Lundberg, E., & Thurston, C. M. (2002). If they're laughing, they just might be listening: Ideas for using humor effectively in the classroom. Fort Collins, CO: Cottonwood Press.
Lundin, S. C., Christensen, J., & Paul, H. (2002). Fish tales. New York: Hyperion.
Marzano, R. (2000). Transforming classroom grading. Alexandria, VA: ASCD.
Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–18.
Meichenbaum, D. (1977). Cognitive behavior modification. New York: Plenum Press.
Mendler, A. (1997). Power struggles. Rochester, NY: Discipline Associates.
Mendler, A. (2000). Motivating students who don't care. Bloomington, IN: Solution Tree.
Mendler, A. (2001). Connecting with students. Alexandria, VA: ASCD.
Mendler, A. (2006). Handling difficult parents. Rochester, NY: Discipline Associates.
Mendler, A., & Curwin, R. (1999). Discipline with dignity for challenging youth. Bloomington, IN: Solution Tree.
Mendler, B., Curwin, R., & Mendler, A. (2008). Strategies for successful classroom management. Thousand Oaks, CA: Corwin Press.
Mlodinow, L. (2008). The drunkard's walk: How randomness rules our lives. New York: Pantheon Books.
Molnar, A., & Linquist, B. (1990). Changing problem behavior in schools. San Francisco: Jossey-Bass.
Moscowitz, F., & Hayman J. L. (1974). Interaction patterns of first year, typical, and "best" teachers in inner-city schools. Journal of Educational Research, 67, 224–230.
MTA Cooperative Group. (2004). National Institute of Mental Health multi-modal treatment study of ADHD follow-up: 24-month outcomes of treatment strategies for attention-deficit/hyperactivity disorder. Pediatrics, 113, 754–761.
Oliver, K. (2002). Understanding your child's temperament. The Ohio State University Extension, Family and Consumer Sciences. Retrieved October 7, 2009, from
Perlstein, R. (2009, March 30). Our American common sense. Newsweek.
Pool, C. R. (1997, May). Up with emotional health. Educational Leadership, 52(8), 12–14.
Postlethwaite, T. N., & Ross, K. N. (1992). Effective schools in reading: Educations for educational planners. Amsterdam: International Association for the Evaluation of Educational Achievement.
Richards, E. (2008, September 22). Stand-up desks provide a firm footing for fidgety students: Teachers report improved focus, behavior. The Journal Sentinel (Milwaukee, WI).
Rogers, S. (1999). Teaching tips. Evergreen, CO: Peak Learning Systems.
Rutstein, N. (1993). Healing racism in America: A prescription for the disease. Springfield, MA: Whitcomb Publishers.
Sigle-Rushton, W., & McLanahan, S. (2002). The living arrangements of new unmarried mothers. Demography, 39(3), 415–433.
Silver, H., Strong, R., & Perini, M. (2000). So each may learn. Alexandria, VA: ASCD.
Skiba, R., & Leone, P. (2001). Zero tolerance and school security measures: A failed experiment. In T. Johnson, J. Boyden, & W. Pittz (Eds.), Racial profiling and punishment in U.S. public schools: How zero tolerance and high stakes testing subvert academic excellence and racial equity. Oakland, CA: Applied Research Center.
Skiba, R., Michael, R., Nardo, C., & Peterson, R. (2002, December). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(4), 317–342.
Smith, R. (2004). Conscious classroom management: Unlocking the secrets of great teaching. San Rafael, CA: Conscious Teaching Publications.
Stein, B. D., Jaycox, L. H., Kataoka, S. H., Wong, M., Tu, W., Elliott, M. N., et al. (2003). A mental health intervention for schoolchildren exposed to violence: A randomized controlled trial. Journal of the American Medical Association, 290(5), 603–611.
Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: ASCD.
Taub, J. (2002). Evaluation of the Second Step Violence Prevention Program at a rural elementary school. School Psychology Review, 31(2), 186–200.
Thomas-El, S., & Murphey, C. (2003). I choose to stay: A black teacher refuses to desert the inner city. New York: Dafina Books.
Toppo, G. (2006, June 20). Big-city schools struggle with graduation rates. USA Today. Retrieved November 25, 2009, from
Truss, L. (2006). Eats, shoots & leaves: The zero tolerance approach to punctuation. New York: Gotham.
U.S. Department of Health, Education and Welfare. (1978). Violent schools—safe schools. The safe school study report to the Congress. (ERIC Document Reproduction Service No. ED 149 464)
Van de Grift, W. J. C. M., & Houtveen, A. A. M. (2006). Underperformance in primary schools.
School Effectiveness and School Improvement, 17(3), 255–273.
Vavrus, F., & Cole, K. (2002, June). "I didn't do nothin'": The discursive construction of school suspension. The Urban Review, 34(2), 87–111.
Wald, J., & Losen, D. (Eds.). (2004a). Deconstructing the school-to-prison pipeline: New directions for youth development. Hoboken, NJ: Jossey-Bass.
Wald, J., & Losen, D. (2004b). Defining and redirecting a school-to-prison pipeline. Paper presented at the 2004 Midwest Conference on the Dropout Crisis: Assessing the Problem and Confronting the Challenge, Civil Rights Project at Harvard University, Cambridge, MA.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Fostering educational resilience in innercity schools. Children and Youth, 7, 119–140.
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, NJ: General Learning Press.
Wendt, M. (2002, Fall). Can exercise replace medication as a treatment for ADHD? Healing Magazine, 78.
Western, B., Pettit, B., & Guetzkow, J. (2002). Black economic progress in the era of mass imprisonment. In M. Mauer & M. Chesney-Lind (Eds.), Invisible punishment: The collateral consequences of mass imprisonment (pp. 165–180). New York: The New Press.
White, R., & Lippitt, R. (1960). Leader behavior and member reaction in three "social climates." In D. Cartwright & A. Zander (Eds.), Group dynamics: Research and theory (2nd ed.). New York: Row Peterson and Company.
Wong, H. K., & Wong, R. T. (1998). The first days of school. Mountain View, CA: Harry Wong Publications.
Copyright © 2010 by Association for Supervision and Curriculum Development. All rights reserved.
No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in
critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical,
including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.
Subscribe to ASCD Express, our twice-monthly e-mail newsletter, to have practical, actionable strategies and information delivered to your e-mail inbox twice a month.
ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.