Select Papers
| Huvard, H., Talbot, R. M., Mason, H., Thompson, A. N., Ferrara, M., & Wee, B. (2020). Science Identity and Metacognitive Development in Undergraduate Mentor Teachers. International Journal of STEM Education 7, (31). https://doi.org/10.1186/s40594-020-00231-6 |
| Purtell, A., Talbot, R.M., & Moore, M. (2020) Barriers to Learning Assistant Engagement: An Investigation into Student Encounters Learning Assistants Find Challenging and Developing Training to Navigate Those Challenges. Journal of College Science Teaching 49(6), 23-29. |
| Thompson, A.N., Talbot, R.M., Doughty, L., Huvard, H., Le, P., Hartley, L., & Boyer, J. (2020) Development and application of the Action Taxonomy for Learning Assistants (ATLAs). International Journal of STEM Education. 7(1). |
| Talbot, R. M., Wylie, R., Dutilly, E., & Nielsen, R. (2018). The Relationship between Format and Cognitive Depth of Science Teacher-Generated Questions. Research in the Schools, 25(1), 35–46. |
| Ferrara, M., Talbot, R. M., Mason, H., Wee, B., Rorrer, R., Jacobson, M., & Gallagher, D. (2018). Enriching undergraduate experiences with outreach in school STEM clubs. Journal of College Science Teaching, 47(6), 74–82. |
| Nissen, J. M., Talbot, R. M., Nasim Thompson, A., & Van Dusen, B. (2018). Comparison of normalized gain and Cohen’s d for analyzing gains on concept inventories. Physical Review Physics Education Research, 14(1), 010115. |
| Talbot, R. M. (2017). Scrutinizing a Survey-Based Measure of Science and Mathematics Teacher Knowledge: Relationship to Observations of Teaching Practice. Research in Science Education, 47(6), 1255.1274. doi: 10.1007/s11165-016-9544-8 |
| Talbot, R.M., Hartley, L., Marzetta, K. & Wee, B. (2015). Transforming undergraduate science education with learning assistants: Student satisfaction in large enrollment courses. Journal of College Science Teaching, 44(5), 24-30. |
| Talbot, R.M. (2013). Taking an item-level approach to measuring change with the Force and Motion Conceptual Evaluation: Application of item response theory. School Science and Mathematics, 113(7), 356-365. |
| Ruiz-Primo, M.A., Briggs, D.C., Iverson, H.I., Talbot, R.M., & Shepard, L. (2011). Impact of undergraduate science course innovations on learning. Science, 331(6022), 1269- 1270. |
| Iverson, H.L., Lewis, M.A., & Talbot, R.M. (2008). Building a framework for determining authenticity of instructional tasks within teacher education programs. Teaching and Teacher Education, 24(2), 290-302. |
| Talbot, R.M., & Briggs, D. (2007). Does theory drive the items or do items drive the theory? Measurement Interdisciplinary Research and Perspectives, 5(2-3), 205-208. |
| Talbot, R.M., MaKinster, J.G., Moore, J., & Barab, S. (2001). The inquiry learning forum: Visiting classrooms and building community. Hoosier Science Teacher, 26(3), 83-89. |
Select Conference Proceedings
| Doughty, L., Hartley, L., Le, P., Nyaema, M., Boyer, J., & Talbot, R. M., III. (2018). Investigating the relationship between active learning task characteristics and student success. In A. Traxler, Y. Cao, & S. Wolf (Eds.), Physics Education Research Conference 2018. Washington, DC. |
| Talbot, R. M., Doughty, L., Nasim, A., Hartley, L., Le, P., Kramer, L., … Boyer, J. (July 20-21, 2016). Theoretically Framing a Complex Phenomenon: Student Success in Large Enrollment Active Learning Courses. In D. L. Jones, L. Ding, & A. Traxler (Eds.), 2016 PERC Proceedings (p. 4). Sacramento, CA. |
| Paiva, F., Glenn, J., Mazidi, K., Talbot, R.M., Wylie, R., Chi, M.T.H., Dutilly, E., Helding, B., Lin, M., Trickett, S., and Nielsen, R.D. (2014). Comprehension SEEDING: Comprehension through self-explanation, enhanced discussion, and inquiry generation. Proceedings of the Twelfth International Conference on Intelligent Tutoring Systems. Honolulu, Hawaii. June 4-9, 2014. |
| Talbot, R.M. (2011). Embedding content into an instrument designed to measure science and mathematics teachers’ strategic knowledge: A challenge for validity. Proceedings of the International Conference on Mathematics, Science, and Technology Education. October 17-20, 2011. |
Presentations