Book Chapters/Book Reviews
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.