Dr. Linda Bol
Dr. Linda Bol is an associate professor in Educational Curriculum and Instruction and serves as the Graduate Program Director of the Curriculum and Instruction Ph.D program. Linda obtained her doctorate from the University of California, Berkeley in educational psychology, and she has maintained an active research agenda in cognitive psychology as it relates to classroom learning. For example, she has studied college students' ability to predict their test performance and interventions aimed at improving the accuracy of these predictions. She has also published studies on teachers' assessment practices in an era of high-stakes testing and the cognitive demand associated with these practices. Bol has conducted numerous evaluation studies of educational programs aimed at promoting achievement of at-risk youth. While an associate professor at the University of Memphis, she assisted in the evaluation of several Comprehensive School Reform models. Currently, she serves as an evaluation consultant for the Center for Research in Educational Policy at the University of Memphis and is working on the evaluation of charter schools. In Hampton Roads, she continues to be involved in several local evaluation projects, including reading, teaching American history, small learning communities, and parenting programs. Dr. Bol teaches graduate courses in research methods, program evaluation, and classroom assessment.
Selected, Recent Publications
- 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.
- 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.
- 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.
Refereed Journal Articles
- Bol, L. et al. (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., et al. (1998). The influence of teaching experience and subject area on teachers' assessment practices. The Journal of Educational Research, 30, 358-384.
- Bol, L., et al. (2000). Changes in teachers' assessment practices in the New American Schools restructuring models. Teaching and Change, 79 (2), 127-146.
- Hacker, D.J., Bol, L., et al. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92, 160-170.
- Bol, L., & Hacker, D. (2001) The effect of practice tests on students' calibration and performance. Journal of Experimental Education, 69 (2), 133-151.
- 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.
- Morgan, R., Fleener, C., Bol, L., & Hager, J. (2003) Conation and social environment in literacy development. International Journal of Learning, 10, 3529-3536.
- Bol, L. (2004). Teachers' assessment practices in a high-stakes testing environment. Teacher Education and Practice, 17 (2), 162-181.
- Bol, L., & Berry, R.Q. (2005). Secondary mathematics teachers' perceptions of the achievement gap. The High School Journal, 88 (4), 32-46.
- Bol, L., Hacker, D.J., O'Shea, P. & Allen, D. (2005). The influence of practice and achievement level on calibration accuracy. The Journal of Experimental Education, 73, 269-290.
Published Conference Proceedings
- Berry III, R. Q. & Bol, L. (2005). Perceptions of the mathematics achievement gap: A survey of the NCTM membership. In G. M. Lloyd, M. R. Wilson, J. L. M. Wilkins, & S. L. Behm (Eds.), Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education [CD-ROM]. Eugene, OR: All Academic
Selected Professional and Community Service
- Ad hoc reviewer, Journal of Educational Psychology, 1998
- Ad hoc reviewer, American Educational Research Journal, 1999
- Ad hoc reviewer, Psychological Reports, 2006-present
- Ad hoc reviewer, Journal of Educational Psychology, 2002-present
- Consulting Editor, Educational Technology: Research and Development, 2003-present
- Conference session chair and discussant, National Center for Urban Partnerships, 1995
- Conference session chair, Congress for School Effectiveness and Improvement, 1997
- Program co-chair, Special Interest Group on Studying and Self-Regulated Learning, American Educational Research Association, 1997-1999
- Co-chair, Special Interest Group on Studying and Self-Regulated Learning, American Educational Research Association, 1995 to 1997, 1999 to 2001
- Evaluation research, HIV/AIDS Consortium evaluation committee, United Way, 1998-99
- Evaluation research, KEYS to Excellence, National Education Association, 1998 - 2000
- Site researcher, Comprehensive School Reform Demonstration Project in 1 Memphis City Schools, Center for Research in Educational Policy, 1999 - 2000
- Evaluation research, Douglas Park Elementary, Portsmouth City Schools, 2002-present
- Evaluation research, Child and Family Services of Eastern Virginia (Pride in Parenting and Systematic Training for Effective Parenting), 2004-2005
- Evaluation research, Small Learning Communities in four high schools, Norfolk City Schools, 2005 to 2009
- Evaluation research, Teaching American History, Hampton City Schools, 2005-2008