Robert M. Talbot

567 total citations
23 papers, 392 citations indexed

About

Robert M. Talbot is a scholar working on Education, Developmental and Educational Psychology and Safety Research. According to data from OpenAlex, Robert M. Talbot has authored 23 papers receiving a total of 392 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 6 papers in Developmental and Educational Psychology and 3 papers in Safety Research. Recurrent topics in Robert M. Talbot's work include Innovative Teaching Methods (12 papers), Science Education and Pedagogy (7 papers) and Innovative Teaching and Learning Methods (5 papers). Robert M. Talbot is often cited by papers focused on Innovative Teaching Methods (12 papers), Science Education and Pedagogy (7 papers) and Innovative Teaching and Learning Methods (5 papers). Robert M. Talbot collaborates with scholars based in United States. Robert M. Talbot's co-authors include Derek C. Briggs, Maria Araceli Ruiz‐Primo, Lorrie A. Shepard, Laurel Hartley, Bryan Wee, Mark A. Lewis, Ben Van Dusen, Jayson Nissen, Michael Ferrara and Ronald A. L. Rorrer and has published in prestigious journals such as Science, Teaching and Teacher Education and Journal of Chemical Education.

In The Last Decade

Robert M. Talbot

20 papers receiving 367 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Robert M. Talbot United States	8	311	100	66	50	27	23	392
Sarah E. Jardeleza United States	5	516 1.7×	161 1.6×	117 1.8×	25 0.5×	27 1.0×	6	624
Brooke A. Whitworth United States	11	308 1.0×	84 0.8×	35 0.5×	30 0.6×	14 0.5×	46	380
Irit Sasson Israel	13	438 1.4×	129 1.3×	37 0.6×	43 0.9×	35 1.3×	29	536
Heather B. Gonzalez	4	221 0.7×	56 0.6×	22 0.3×	56 1.1×	22 0.8×	8	331
Naneh Apkarian United States	11	345 1.1×	99 1.0×	85 1.3×	22 0.4×	13 0.5×	29	416
Arthur Eisenkraft United States	9	338 1.1×	95 0.9×	21 0.3×	28 0.6×	31 1.1×	37	423
Frackson Mumba United States	11	332 1.1×	143 1.4×	25 0.4×	20 0.4×	26 1.0×	47	399
Ann Harlow New Zealand	12	314 1.0×	80 0.8×	68 1.0×	17 0.3×	12 0.4×	37	419
Ajda Kahveci United States	11	249 0.8×	97 1.0×	15 0.2×	47 0.9×	37 1.4×	26	334
Roni Ellington United States	5	218 0.7×	51 0.5×	20 0.3×	23 0.5×	17 0.6×	12	295

Countries citing papers authored by Robert M. Talbot

Since Specialization

Citations

This map shows the geographic impact of Robert M. Talbot's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Robert M. Talbot with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robert M. Talbot more than expected).

Fields of papers citing papers by Robert M. Talbot

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Robert M. Talbot. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Robert M. Talbot. The network helps show where Robert M. Talbot may publish in the future.

Co-authorship network of co-authors of Robert M. Talbot

This figure shows the co-authorship network connecting the top 25 collaborators of Robert M. Talbot. A scholar is included among the top collaborators of Robert M. Talbot based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Robert M. Talbot. Robert M. Talbot is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Buncher, John B., Jayson Nissen, Ben Van Dusen, & Robert M. Talbot. (2025). Is the Force Concept Inventory biased across the intersections of gender and race?. Physical Review Physics Education Research. 21(1).

Buncher, John B., et al.. (2021). Bias on the Force Concept Inventory across the intersection of gender and race. The Physics Video Demonstration Database (Cornell University). 69–74. 2 indexed citations

Dusen, Ben Van, et al.. (2021). A QuantCrit Investigation of Society’s Educational Debts Due to Racism and Sexism in Chemistry Student Learning. Journal of Chemical Education. 99(1). 25–34. 30 indexed citations

Talbot, Robert M., et al.. (2020). LEVERAGING LEARNING ASSISTANTS TO SUPPORT THE RAPID TRANSITION TO TEACHING ONLINE. 79. 1 indexed citations

Talbot, Robert M., et al.. (2020). Development and application of the Action Taxonomy for Learning Assistants (ATLAs). International Journal of STEM Education. 7(1). 41 indexed citations

Talbot, Robert M., et al.. (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. 3 indexed citations

Talbot, Robert M., et al.. (2018). The Relationship between Format and Cognitive Depth of Science Teacher-Generated Questions. SocArXiv (OSF Preprints). 1 indexed citations

Ferrara, Michael, et al.. (2018). Enriching Undergraduate Experiences With Outreach in School STEM Clubs. Journal of College Science Teaching. 47(6). 74–82. 4 indexed citations

Ferrara, Michael J., et al.. (2017). Enriching undergraduate experiences with outreach in school STEM clubs. SocArXiv (OSF Preprints). 8 indexed citations

10.

Talbot, Robert M., et al.. (2016). Theoretically Framing a Complex Phenomenon: Student Success in Large Enrollment Active Learning Courses. The Physics Video Demonstration Database (Cornell University). 344–347. 9 indexed citations

11.

Nissen, Jayson, et al.. (2016). A comparison of Hake's g and Cohen's d for analyzing gains on concept inventories. Technology Knowledge and Learning.

12.

Talbot, Robert M.. (2016). 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. 2 indexed citations

13.

Talbot, Robert M., et al.. (2015). Transforming Undergraduate Science Education With Learning Assistants: Student Satisfaction in Large-Enrollment Courses. Journal of College Science Teaching. 44(5). 24–30. 59 indexed citations

14.

Wylie, Ruth, et al.. (2014). Comprehension SEEDING: Providing real-time formative assessment to enhance classroom discussion. 3. 1527–1528. 2 indexed citations

15.

Talbot, Robert M.. (2013). Taking an Item‐Level Approach to Measuring Change With the Force and Motion Conceptual Evaluation: An Application of Item Response Theory. School Science and Mathematics. 113(7). 356–365. 6 indexed citations

16.

Talbot, Robert M.. (2011). Validity issues in the evaluation of a measure of science and mathematics teacher knowledge. CU Scholar (University of Colorado Boulder). 2 indexed citations

17.

Ruiz‐Primo, Maria Araceli, et al.. (2011). Impact of Undergraduate Science Course Innovations on Learning. Science. 331(6022). 1269–1270. 174 indexed citations

18.

Talbot, Robert M.. (2011). Embedding into an instrument designed to measure novice science and mathematics teachers' strategic knowledge: A challenge for validity. Unisa Institutional Repository (University of South Africa). 1 indexed citations

19.

Briggs, Derek C., Maria Araceli Ruiz‐Primo, Robert M. Talbot, et al.. (2009). Undergraduate Physics Course Innovations and Their Impact on Student Learning. AIP conference proceedings. 169–172. 1 indexed citations

20.

Lewis, Mark A., et al.. (2007). Building a framework for determining the authenticity of instructional tasks within teacher education programs. Teaching and Teacher Education. 24(2). 290–302. 20 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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