| Impact of undergraduate science course innovations on learning MA Ruiz-Primo, D Briggs, H Iverson, R Talbot, LA Shepard Science 331 (6022), 1269, 2011 | 360 | 2011 |
| Comparison of normalized gain and Cohen’s for analyzing gains on concept inventories JM Nissen, RM Talbot, A Nasim Thompson, B Van Dusen Physical Review Physics Education Research 14 (1), 010115, 2018 | 129 | 2018 |
| Transforming undergraduate science education with learning assistants: Student satisfaction in large-enrollment courses RM Talbot, LM Hartley, K Marzetta, BS Wee Journal of College Science Teaching 44 (5), 24-30, 2015 | 110 | 2015 |
| Building a framework for determining the authenticity of instructional tasks within teacher education programs HL Iverson, MA Lewis, RM Talbot III Teaching and Teacher Education 24 (2), 290-302, 2008 | 57 | 2008 |
| Science identity and metacognitive development in undergraduate mentor-teachers H Huvard, RM Talbot, H Mason, AN Thompson, M Ferrara, B Wee International Journal of STEM Education 7, 1-17, 2020 | 31 | 2020 |
| A QuantCrit investigation of society’s educational debts due to racism and sexism in chemistry student learning B Van Dusen, J Nissen, RM Talbot, H Huvard, M Shultz Journal of Chemical Education 99 (1), 25-34, 2021 | 25 | 2021 |
| Development and application of the action taxonomy for learning assistants (ATLAs) AN Thompson, RM Talbot, L Doughty, H Huvard, P Le, L Hartley, J Boyer International Journal of STEM education 7, 1-14, 2020 | 23 | 2020 |
| Theoretically framing a complex phenomenon: Student success in large enrollment active learning courses R Talbot, L Doughty, A Nasim, L Hartley, P Le, LH Kramer, ... Proceedings Physics Education Research Conference, 20-21, 2016 | 20 | 2016 |
| Enriching undergraduate experiences with outreach in school STEM clubs M Ferrara, R Talbot, H Mason, B Wee, R Rorrer, M Jacobson, D Gallagher Journal of College Science Teaching 47 (6), 74-82, 2018 | 19 | 2018 |
| The nature of student thinking and its implications for the use of learning progressions to inform classroom instruction A Alonzo, A Elby Boulder, CO: International Society of the Learning Sciences, 2014 | 14* | 2014 |
| Taking an Item-Level Approach to Measuring Change With the Force and Motion Conceptual Evaluation: An Application of Item Response Theory RM Talbot School Science and Mathematics 113 (7), 356-365, 2013 | 11 | 2013 |
| Comprehension SEEDING: Comprehension through Self Explanation, Enhanced Discussion, and INquiry Generation F Paiva, J Glenn, K Mazidi, R Talbot, R Wylie, MTH Chi, E Dutilly, ... Intelligent Tutoring Systems: 12th International Conference, ITS 2014 …, 2014 | 10 | 2014 |
| Barriers to learning assistant engagement: an investigation into student encounters learning assistants find challenging and developing training to navigate those challenges A Purtell, R Talbot, ME Moore Journal of College Science Teaching 49 (6), 23-29, 2020 | 6 | 2020 |
| Scrutinizing a survey-based measure of science and mathematics teacher knowledge: Relationship to observations of teaching practice RM Talbot Research in Science Education 47, 1255-1274, 2017 | 6 | 2017 |
| Measuring the pedagogical sophistication of math and science teachers using scenario-based items DC Briggs, D Harlow, K Geil, RM Talbot Annual Meeting of the American Educational Research Association, 2007 | 4 | 2007 |
| The Relationship between Format and Cognitive Depth of Science Teacher-Generated Questions. RM Talbot, R Wylie, E Dutilly, R Nielsen Research in the Schools 25 (1), 2018 | 3 | 2018 |
| Validity Issues in the Evaluation of a Measure of Science and Mathematics Teacher Knowledge RM Talbot University of Colorado Boulder, 2011 | 3 | 2011 |
| Undergraduate physics course innovations and their impact on student learning HL Iverson, DC Briggs, MA Ruiz‐Primo, RM Talbot III, LA Shepard AIP Conference Proceedings 1179 (1), 169-172, 2009 | 3 | 2009 |
| Can science teachers' strategic knowledge be conceptualized as a learning progression RM Talbot, DC Briggs, VK Otero annual meeting for the American Education Research Association, San Diego, CA, 2009 | 3 | 2009 |
| Does Theory Drive the Items or Do Items Drive the Theory? RM Talbot, DC Briggs Taylor & Francis Group 5 (2-3), 205-208, 2007 | 3 | 2007 |
Derek C BriggsProfessor of Education, University of Colorado在 colorado.edu 的电子邮件经过验证
