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Books published by William & Mary faculty in 2020

The following books were authored or edited by William & Mary faculty members and published in 2020. Books are listed in alphabetical order within the following categories: arts & sciences, education and law. Additional categories may be added throughout the year as more books are published. The information contained herein was submitted by the authors. Additional books may be submitted via this online form. - Ed.

Arts & Sciences
Bridging the Theory-Practice Divide in International Relations

By Sue Peterson, Professor of Government at W&M; Mike Tierney, Professor of Government at W&M; Dan Maliniak, Professor of Government at W&M; and Ryan Powers '08

There is a widening divide between the data, tools and knowledge that international relations scholars produce and what policy practitioners find relevant for their work. In this first-of-its-kind conversation, leading academics and practitioners reflect on the nature and size of the theory-practice divide. They find the gap varies by issue area and over time.

The essays in this volume use data gathered by the Teaching, Research, and International Policy (TRIP) Project over a fifteen-year period. As a whole, the volume analyzes the structural factors that affect the academy's ability to influence policy across issue areas and the professional incentives that affect scholars' willingness to attempt to do so. Individual chapters explore these questions in the areas of trade, finance, human rights, development, environment, nuclear weapons and strategy, interstate war, and intrastate conflict. Each substantive chapter is followed by a response from a policy practitioner, providing their perspective on the gap and the possibility for academic work to have an impact.

"Bridging the Theory-Practice Divide in International Relations" provides concrete answers and guidance about how and when scholarship can be policy relevant.

From W&M Chancellor Robert M. Gates '65, L.H.D. '98, former secretary of defense and former director of the Central Intelligence Agency: "'Bridging the Theory-Practice Divide in International Relations' makes a unique contribution by offering scholars of international relations insightful pathways to translate basic research into forms accessible and relevant to practitioners. It also underscores the need for practitioners to draw on scholarly work in order to make more informed, better policy decisions. The gap between the two is wide and must be narrowed. This important book provides a constructive way forward."

Published by Georgetown University Press, April 2020 | More information


Cinemasaurus: Russian Film in Contemporary Context

Co-edited by Alexander Prokhorov, Associate Chair of Educational Policy, Russian Studies Program Director, Professor of Russian Studies; Elena Prokhorova, Associate Professor of Russian Studies; and Nancy Condee

"Cinemasaurus" examines contemporary Russian cinema as a new visual economy, emerging over three decades after the Soviet collapse. Focusing on debates and films exhibited at Russian and US public festivals where the films have premiered, the volume’s contributors — the new generation of US scholars studying Russian cinema — examine four issues of Russia’s transition: (1) its imperial legacy, (2) the emergence of a film market and its new genres, (3) Russia’s uneven integration into European values and hierarchies, (4) the renegotiation of state power vis-à-vis arthouse and independent cinemas. An introductory essay frames each of the four sections, with 90 films total under discussion, concluding with a historical timeline and five interviews of key film-industry figures formative of the historical context.

Published by Academic Studies Press, April 2020 | More information


The Curious Eye: Optics and Imaginative Literature in Seventeenth-Century England

By Erin Webster, Assistant Professor of English

"The Curious Eye" explores early modern debates over two related questions: what are the limits of human vision, and to what extent can these limits be overcome by technological enhancement? In our everyday lives, we rely on optical technology to provide us with information about visually remote spaces even as we question the efficacy and ethics of such pursuits. But the debates surrounding the subject of technologically mediated vision have their roots in a much older literary tradition in which the ability to see beyond the limits of natural human vision is associated with philosophical and spiritual insight as well as social and political control.

Published by Oxford University Press, February 2020 | More information


The Kizilbash-Alevis in Ottoman Anatolia: Sufism, Politics and Community

By Ayfer Karakaya-Stump, Associate Professor of History

The Kizilbash/Alevis, together with the kindred Bektashi order, are a historically marginalized group that constitute the second largest religious community in Turkey, with smaller related groups in the Balkans. This is the first comprehensive social history of these communities based on sources from private archives of members of Kizilbash/Alevi saintly lineages.

Published by Edinburgh University Press, January 2020 in the U.S. | More information


Mathematical Statistics

By Lawrence Leemis, Professor of Mathematics

"Mathematical Statistics" describes the mathematics behind the modern practice of statistics. The book covers random sampling, point estimation, interval estimation and hypothesis testing. The pre-requisite for the text is a course in calculus-based probability.

Published by Lightning Source, 2020 | More information

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Education
The Campus Color Line: College Presidents and the Struggle for Black Freedom

By Eddie R. Cole, Associate Professor of Higher Education

"The Campus Color Line" illuminates how the legacy of college presidents’ actions continues to influence the unfinished struggle for black freedom and racial equity in education and beyond. Based on archival research conducted at a range of colleges and universities across the United States, this book sheds light on the important place of academic leaders in the struggle for racial parity, and the remarkable history of how college presidents shaped the struggle for racial equality.

Published by Princeton University Press, 2020 | More information


Conceptual Frameworks for Giftedness and Talent Development

Co-edited by Tracy L. Cross, Jody and Layton Smith Professor of Psychology and Gifted Education and Executive Director, Center for Gifted Education & Institute for Research on the Suicide of Gifted Students; and Olszewski-Kubilius, P.

This book explores current and enduring theories and comprehensive models of giftedness and talent development. Each chapter covers a different model, including the Talent Development Model, Advanced Academics, and Evolving Complexity Theory. Each chapter includes a description of the model, theory, or framework; the most important practical, educational implications of the model, including underrepresentation and social justice issues; a summary of key points; and several discussion questions for use with students and professionals. The editors also consider common issues across conceptual frameworks, such as the degree to which achievement defines giftedness, the goal of gifted education, and the role of psychosocial factors. This is a comprehensive reference for scholars and practitioners in the field, as well as those studying at the graduate level.

To be published by Prufrock Academic Press, spring 2020 | More information


Desk Reference in School Psychology

Co-edited by Bruce A. Bracken, Professor of Education

Similar to the "Physicians' Desk Reference," this 55-chapter book covers a wide array of conditions, disabilities, constructs, interventions, assessment strategies and so on used by psychologists around the world.

To be published by Oxford Press, December 2020


Equity in School-Parent Partnerships: Cultivating Community and Family Trust in Culturally Diverse Classrooms

By Katherine Barko-Alva, Assistant Professor of ESL/Bilingual Education, Socorro Herrera and Lisa Porter

Starting from the premise that children learn better when their learning community respects their families and cultures, this thought-provoking resource shows what it means — and what it takes — to include today’s diverse parents in their children’s learning. Moving readers away from out-of-date practices that can potentially marginalize and devalue the cultural assets of families, the authors provide practical, ready-to-use strategies to help schools re-envision the meaning of parental involvement and engagement. Based on the research and K–12 teaching experience of three educators, chapters address contemporary issues such as the absent parent, homework, vulnerable populations, limitations of current school-based family programs and pedagogies of hope.

Published by Teachers College Press, April 2020 | More information 


Evocative Coaching: Transforming Schools One Conversation at a Time (second edition)

By Megan Tschannen-Moran, Professor of Educational Leadership

"Evocative Coaching" (2nd Ed.) takes a person-centered, no-fault, and strengths-based approach to performance improvement. Bringing together research and wisdom in educational leadership and professional coaching, "Evocative Coaching" presents a simple yet profound model for facilitating new conversations in schools through LEAD: Listen, Empathize, Appreciate strengths and Design experiments. "Evocative Coaching" contains research-based theory, helpful strategies, specific suggestions and a wealth of anecdotes from coaches working in schools.

Published by Corwin, April 2020 | More information


Facilitating the Integration of Learning: Five Research-Based Practices to Help College Students Connect Learning Across Disciplines and Lived Experience

By Jim Barber, Clark G. and Elizabeth H. Diamond Associate Professor, School of Education

Students’ ability to integrate learning across contexts is a critical outcome for higher education. Often the most powerful learning experiences that students report from their college years are those that prompt integration of learning, yet it remains an outcome that few educators explicitly work towards or specify as a course objective.

Given that students will be more successful in college (and in life) if they can integrate their learning, James Barber offers a guide for college educators on how to promote students’ integration of learning, and help them connect knowledge and insights across contexts, whether in-class or out-of-class, in co-curricular activities, or across courses and disciplinary boundaries.

To be published by Stylus Publishing, June 2020 | More information


Leading for Tomorrow: A Primer for Succeeding in Higher Education Leadership

By Pamela L. Eddy, Professor of Higher Education, and Betty Kirby

When faculty climb the ranks into leadership positions, they come with years of knowledge and experience, yet they are often blindsided by the delicate interpersonal situations and political minefields they must now navigate as university administrators. What are the specific skills that faculty need to acquire when they move into administrative positions, and how can they build upon their existing abilities to excel in these roles? What skills can other mid-level leaders learn to help in their positions?

Using an engaging case study approach, Leading for Tomorrow provides readers with real-world examples that will help them reflect on their own management and communication styles. It also shows newly minted administrators how they can follow best practices while still developing a style of leadership that is authentic and uniquely their own.

To be published by Rutgers University Press, June 2020 | More information


Psychoeducational Assessment of Preschool Children: Fifth Edition

By Bruce A. Bracken, Professor of Education, with two co-editors

The book is a comprehensive reference book and textbook that addresses major constructs, disabilities, skills and abilities, and issues related to the psychological and educational assessment of children between birth and eight years of age.

To be published by Rutledge, August 2020

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Law

 

The Oxford Handbook of Children and the Law

Edited by James G. Dwyer, Arthur B. Hanson Professor of Law and Tazewell Taylor Research Professor

"The Oxford Handbook of Children and the Law" presents cutting-edge scholarship on a broad range of topics covering the life course of humans from before birth to adulthood, by leading scholars in law, medicine, social work, sociology, education, and philosophy, and by practitioners in law and medicine. An international collection of authors presents and analyzes the law and science pertaining to reproduction; prenatal life (including fetal exposure to toxic substances and abortion); parentage (including biology-based rights, background checks on birth parents, adoption, the status of gamete donors, and surrogacy); infant development and vulnerability; child maltreatment (including corporal punishment and religious defences to abuse and neglect); child protection policy and systems; foster care; child custody disputes between parents or between parents and other caregivers; schooling (including financing, resegregation, religious expression in public schools, at-risk students, special education, regulation of private schools, and homeschooling); delinquency; minimum-age laws; and child advocacy.

Published by Oxford University Press, March 2020 | More information

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