{"id":63,"date":"2018-04-09T15:33:46","date_gmt":"2018-04-09T15:33:46","guid":{"rendered":"https:\/\/fs.wp.odu.edu\/lbol\/?page_id=63"},"modified":"2018-04-09T19:09:52","modified_gmt":"2018-04-09T19:09:52","slug":"book-chapters-book-reviews","status":"publish","type":"page","link":"https:\/\/fs.wp.odu.edu\/lbol\/book-chapters-book-reviews\/","title":{"rendered":"Book Chapters\/Book Reviews"},"content":{"rendered":"

Hacker, D. J., & Bol, L.<\/strong> (in press).\u00a0 Calibration and self-regulated learning:\u00a0 Making the connections. In J. Dunlosky & K. Rawson (Eds.) Cambridge handbook on cognition and education<\/em>. Cambridge, UK:\u00a0 Cambridge University Press.<\/p>\n

Hacker, D. J., Bol, L.<\/strong>, & Keener, M. C. (2008).\u00a0 Metacognition in education:\u00a0 A focus on calibration (pp. 429-455).\u00a0 In J. Dunlosky & R. A. Bjork (Eds.), Handbook of metamemory and memory<\/em>.\u00a0 New York:\u00a0 Psychology Press.<\/p>\n

Bol, L.<\/strong> (2008). Sweating the small stuff:\u00a0 Inner City Schools and the New Paternalism.\u00a0 [Review of the book Sweating the small stuff:\u00a0 Inner City Schools and the New Paternalism<\/em>].\u00a0 Teachers College Record, 110<\/em>, ID number 15470, December 22, 2008.<\/p>\n

Hacker, D.J., & Bol, L<\/strong>. (2004).\u00a0 Metacognitive theory:\u00a0 Considering the social influences (pp. 275-297).\u00a0 In S. Van Etten & D. McInerny (Eds.), Research on sociocultural influences on motivation and learning<\/em>. Volume 4, Big Theories Revisited.\u00a0 Greenwich, CT:\u00a0 Information Age Press.<\/p>\n

Bol, L.<\/strong> & Nunnery, J.A.\u00a0 (2004).\u00a0 The impact of high-stakes testing on restructuring efforts in schools serving at risk students (pp. 101-117).\u00a0 In G. Taylor (Ed.), In pursuit of equity and excellence:\u00a0 The educational testing and assessment of diverse learners<\/em>.\u00a0\u00a0 Lewiston, New York: Edwin Mellon Press.<\/p>\n

Bol, L., <\/strong>& Stringfield, S. (2003).\u00a0 The KEYS initiative in Memphis City Schools: A “jump-start” on the journey to school restructuring (pp.17-32).\u00a0 In B. Portone, L. Beck., M. Knapp, & Murphy, J. (Eds.) Self-reflective renewal in schools:\u00a0 Local lessons from a national initiative<\/em>.\u00a0 Westport, CT:\u00a0 Greenwood.<\/p>\n

Warkentin, R., Bol, L., <\/strong>& Wilson, M. (1997).\u00a0 Using the Partial Credit model to verify a theoretical model of academic studying (pp. 71-95).\u00a0 In M. Wilson, G. Engelhard Jr., and K. Draney (Eds.), Objective measurement: Theory into practice<\/em> (Vol. 4).\u00a0 Greenwich, CN:\u00a0 Ablex.<\/p>\n","protected":false},"excerpt":{"rendered":"

Hacker, D. J., & Bol, L. (in press).\u00a0 Calibration and self-regulated learning:\u00a0 Making the connections. In J. Dunlosky & K. Rawson (Eds.) Cambridge handbook on cognition and education. Cambridge, UK:\u00a0 Cambridge University Press. Hacker, D. J., Bol, L., & Keener,… Continue Reading →<\/a><\/p>\n","protected":false},"author":9882,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/fs.wp.odu.edu\/lbol\/wp-json\/wp\/v2\/pages\/63"}],"collection":[{"href":"https:\/\/fs.wp.odu.edu\/lbol\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/fs.wp.odu.edu\/lbol\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/fs.wp.odu.edu\/lbol\/wp-json\/wp\/v2\/users\/9882"}],"replies":[{"embeddable":true,"href":"https:\/\/fs.wp.odu.edu\/lbol\/wp-json\/wp\/v2\/comments?post=63"}],"version-history":[{"count":2,"href":"https:\/\/fs.wp.odu.edu\/lbol\/wp-json\/wp\/v2\/pages\/63\/revisions"}],"predecessor-version":[{"id":127,"href":"https:\/\/fs.wp.odu.edu\/lbol\/wp-json\/wp\/v2\/pages\/63\/revisions\/127"}],"wp:attachment":[{"href":"https:\/\/fs.wp.odu.edu\/lbol\/wp-json\/wp\/v2\/media?parent=63"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}