Hacker, D. J., & Bol, L. (in press).  Calibration and self-regulated learning:  Making the connections. In J. Dunlosky & K. Rawson (Eds.) Cambridge handbook on cognition and education. Cambridge, UK:  Cambridge University Press.

Hacker, D. J., Bol, L., & Keener, M. C. (2008).  Metacognition in education:  A focus on calibration (pp. 429-455).  In J. Dunlosky & R. A. Bjork (Eds.), Handbook of metamemory and memory.  New York:  Psychology Press.

Bol, L. (2008). Sweating the small stuff:  Inner City Schools and the New Paternalism.  [Review of the book Sweating the small stuff:  Inner City Schools and the New Paternalism].  Teachers College Record, 110, ID number 15470, December 22, 2008.

Hacker, D.J., & Bol, L. (2004).  Metacognitive theory:  Considering the social influences (pp. 275-297).  In S. Van Etten & D. McInerny (Eds.), Research on sociocultural influences on motivation and learning. Volume 4, Big Theories Revisited.  Greenwich, CT:  Information Age Press.

Bol, L. & Nunnery, J.A.  (2004).  The impact of high-stakes testing on restructuring efforts in schools serving at risk students (pp. 101-117).  In G. Taylor (Ed.), In pursuit of equity and excellence:  The educational testing and assessment of diverse learners.   Lewiston, New York: Edwin Mellon Press.

Bol, L., & Stringfield, S. (2003).  The KEYS initiative in Memphis City Schools: A “jump-start” on the journey to school restructuring (pp.17-32).  In B. Portone, L. Beck., M. Knapp, & Murphy, J. (Eds.) Self-reflective renewal in schools:  Local lessons from a national initiative.  Westport, CT:  Greenwood.

Warkentin, R., Bol, L., & Wilson, M. (1997).  Using the Partial Credit model to verify a theoretical model of academic studying (pp. 71-95).  In M. Wilson, G. Engelhard Jr., and K. Draney (Eds.), Objective measurement: Theory into practice (Vol. 4).  Greenwich, CN:  Ablex.