(*Students)

Gregory, K.*, Bol, L., Bean, T., & Perez, T. (in press). Community college discipline faculty’s attitudes and self-efficacy with literacy instruction in the disciplines. Journal of   Behavioral and Social Sciences, 6.

Oyarzun, B.*, Stefaniak, J., Bol, L., Morrison, G. R. (2017, online first). Effects of learner to learner interactions on social presence, achievement, and satisfaction. Journal of Computing in Higher Education, https://doi.org/10.1007/s12528-017-9157

Hawthorne, K.*, Bol, L, & Pribesh, S. (2017).  Can providing rubrics for writing tasks improve  developing writers’ calibration accuracy?  Journal of Experimental Education, 85,  689-708.

Reid, A.*, Morrison, G., & Bol, L., (2017).  Knowing what you know: Improving  metacomprehension and calibration accuracy in digital text using prompts. Educational Technology: Research and Development, 65 (1), 29-45.

Bol, L., Campbell, K.*, Perez, T., & Yen, C. (2016).  The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses. Community College Journal of Research and Practice, 40, 480-495.

 Morrison, J*., Bol, L., Ross, S., & Watson, G. (2015).  Prompting knowledge construction as an instructional support for principle learning in simulations. Educational Technology: Research and Development, 63, 861-882.

Spruce, R.* & Bol, L. (2015). Teacher belief, knowledge, and practice of self-regulated learning. Metacognition and Learning, 10(2), 245-277.

Hawthorne, K. *, Bol, L., Pribesh, S., & Suh, Y. (2015).  Effects of motivational prompts on motivation, effort, and performance on low-stakes standardized test.  Research and Practice in Assessment, 10, 30-38.

 Unger, S.*, Pribesh, S., Bol, L., & Dickerson, D. (2014). Students’ perspectives of NGO service-learning experiences: A case study of Operation Smile. Journal of Nonprofit Education and Leadership, 4(2), 139-161.

 Bol, L., & Hacker, D.J. (2013, invited).  Publishing in high quality journals: Perspectives from overworked and unpaid reviewers.  Journal of Computing in Higher Education, 26,39-53.

Fischer, C.*, Bol, L., Pribesh, S., & Nunnery, J. (2013).  Where is the learning in small learning communities?  Academic press, social support for learning and academic engagement in smaller learning community classrooms. Journal of Education for Students Placed at Risk, 18, 177-192

Bol, L., & Hacker, D.J. (2012).  Calibration research: Where do we go from here? Frontiers in Educational Psychology, 3, Article 229. doi: 10.3389/fpsyg.2012.00229

Bol, L., Hacker, D., J., Walck, C.*, & Nunnery, J. (2012).  The effect of individual or group guidelines on the calibration accuracy and achievement of high school biology students.  Contemporary Educational Psychology, 37, 280-287.

Bol, L., & Garner, J. (2011, invited).  The challenges of supporting self-regulation in distance education environments.  Journal of Computing in Higher Education,23 (2-3), 104-123.

Wotring, K. E.*, & Bol, L. (2011).  Generational differences among community college students in their evaluation of academic cheating.  Community College Journal of Research and Practice, 35, 724-735.

Fischer, C.*, Bol, L., & Pribesh, S. (2011).  An investigation of higher-order thinking skills in smaller learning community social studies classrooms.  American Secondary Education,39, 5-26.   

Bol, L., Riggs, R.*, Hacker, D., Dickerson, D., & Nunnery, J.  (2010). The calibration accuracy of middle school students in math classes. Journal of Research in Education, 21(2), 81-96.

McKinney, S., Bol, L., Berry, R. Jr., & Berube, C. (2010).  Mathematics teaching with the Stars.  Urban Learning, Teaching, and Research: 2010 Yearbook. 37-50.

Berry, R. Q., Bol, L., & McKinney, S. (2009). Addressing the principles for school mathematics:  Elementary teachers’ pedagogy and practices in an urban high-poverty school. The International Electronic Journal of Mathematics Education, 4(1), 1-22.

Hacker, D. J., Bol, L., & Bahbahani, K.* (2008). Explaining calibration accuracy in classroom contexts:  The effects of incentives, reflection, and explanatory style.  Metacognition and Learning, 3, 101-121.

Nunnery, J.A., Ross, S.M. & Bol, L. (2008).  The construct validity of teachers’ perceptions of change in schools implementing comprehensive school reform models.  Journal of Educational Research and Policy Studies, 8,67-87.

Ross, S. M., McDonald, A., Bol, L. & McSparrin-Gallagher, B. (2007).  Charter schools as a vehicle for education reform:  Implementation and student achievement outcomes at three inner-city sites.  Journal of Education for Students Placed At Risk, 12, 271-300.

Lui, R.* & Bol, L. (2007).   A comparison of anonymous versus identifiable e-peer review on college student writing performance and extent of critical feedback.  Journal of Interactive and On-line Learning, 6(2), 100-115.

Gimbert, B. A., Bol, L., & Wallace D. B.* (2007). The influence of teacher preparation on student achievement and the application of national standards by teachers of mathematics in urban secondary schools. Education and Urban Society, 40, 91-117.

Bol, L., Hacker, D.J., O’Shea, P.* & Allen, D. (2005).  The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance.  The Journal of Experimental Education, 73, 269-290.

Bol, L., & Berry, R.Q.  (2005).  Secondary mathematics teachers’ perceptions of the achievement gap.  The High School Journal, 88 (4), 32-46.

Bol, L. (2004).  Teachers’ assessment practices in a high-stakes testing environment.  Teacher Education and Practice, 17 (2), 162-181.

Bol., L., Ross, S.M., Nunnery, J.A., & Alberg, M.  (2002).  A comparison of teachers’ assessment practices in school restructuring models by year of implementation. Journal of Education for Students Placed At Risk, 7(4), 407-423.

Bol, L., & Hacker, D. (2001). A comparison of the effects of practice tests and traditional review on performance and calibration.  Journal of Experimental Education, 69 (2), 133-151.

Bol, L. (2001).  Ethical and practical considerations in research and evaluation:  Lesson learned from and about school/college partnerships.  Pennsylvania Educational Leadership, 20, 104-106.

Bol, L., Nunnery, J.A., Stephenson, P.L.*, & Mogge, K.* (2000). Changes in teachers’ assessment practices in the New American Schools restructuring models.  Teaching and Change, 79 (2), 127 -146.

Ross, S., Alberg, M., Smith, L., Anderson, R., Bol, L., Dietrich, A., Lowther, D., & Phillipsen, L. (2000).  Using whole school restructuring designs to improve educational outcomes:  The Memphis story at Year 3.  Teaching and Change, 7, 112-126

Hacker, D.J., Bol, L., Horgan, D., & Rakow, E.  (2000).  Test prediction and performance in a classroom context.  Journal of Educational Psychology, 92, 160-170.

Slawson, D.L.*, Clemens, L.H., & Bol, L. (2000).  Research and the clinical dietitian:  Perceptions of the research process, potential barriers to participation, and preferred routes to obtaining research skills.  Journal of the American Dietetic Association, 100, 1144-1148.

Bol, L., Warkentin, R.W., Nunnery, J.A., & O’Connell, A.A. (1999).  College students’ study activities and their relationship to study context, reference course, and achievement.  College Student Journal, 33, 608-622.

Bol, L., Nunnery, J.A., Lowther, D.L., Dietrich, A.P., Pace, J.B., Anderson, R.S., Bassoppo-Moyo, T.C., Phillipsen, L.C. (1998).  Inside in and outside in:  The effects of internal and external supports for change in the New American Schools. Education and Urban Society, 30 (3), 358-384.

Bol, L., Stephenson, P.*, Nunnery, J.A., & O’Connell, A.A. (1998).  The influence of teaching experience and subject area on teachers’ assessment practices.  Journal of Educational Research, 30, 358-384.

Nunnery, J.A., Bol, L., Dietrich, A., Rich, L., Kelly, S., Hacker, D., & Sterbin, A.* (1997).  Teachers’ initial reactions to their pre-implementation preparation and early restructuring experiences. School Effectiveness and School Improvement, 8, 72-94.

Whicker, K*., Bol, L., & Nunnery, J.A. (1997).  Cooperative learning in the secondary mathematics classroom.  Journal of Educational Research, 89, 1-6.

Nishimura, N., & Bol, L. (1997). School counselors’ perceptions of the counseling needs of biracial children in an urban educational setting.  Research in the Schools, 4, 17-23.

O’Connell, A.A., Bol, L., & Langley, S.C. (1997).  Evaluation issues and strategies for community-based organizations developing women’s HIV prevention programs.  Evaluation and the Health Professions, 20, 428-454.

Smith, L.J., Maxwell, S., Lowther, D., Hacker, D., Bol, L., & Nunnery, J. (1997).  Activities in schools and programs experiencing the most and least early implementation successes. School Effectiveness and School Improvement, 8, 125-150.

Bol, L., & Strage, A. (1996).  The contradiction between teachers’ instructional goals and their assessment practices. Science Education, 80 (2), 145-163.

Strage, A., & Bol, L. (1996).  High school biology:  What makes it a challenge for teachers?  Journal of Research in Science Teaching, 33, 753-772.

Bailey, T.*, & Bol, L.  (1996). A survey of accelerated Master of Teacher program graduates at the University of Memphis.  Research in the Schools, 3, 61-66.

Bettencourt, B.A., Bol, L., & Fraser, S. C. (1994). Psychology graduate students as research mentors of undergraduates: A national survey. Psychological Reports, 75, 963-970.

Thomas, J.W., Bol, L., Warkentin, R.W., Wilson, M., Strage, A., & Rohwer, W.D. (1993). Interrelationships among, students’ study activities, self-concept of academic ability, and achievement as a function of characteristics of high school biology courses. Applied Cognitive Psychology, 7, 499-532.

Thomas, J.W., Bol, L., & Warkentin, R.W. (1991). Antecedents of college students’ study deficiencies: The relationship between course features and students’ study activities. Higher Education, 22, 275-296.

Bol, L. & Steinhauer, G. D. (1990). Decreases in behavior in vicarious reinforcement procedures. Psychological Reports, 66, 583-594.