Scholarly Works

[link to my current CV]

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).
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.


(please see my full CV)