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Publications

Research Reports and Papers

David, J. L. and J. E. Talbert. Turning around a High-Poverty School District: Learning from Sanger Unified’s Success. Palo Alto: Bay Area Research Group and Stanford, CA: Center for Research on the Context of Teaching, 2012.

Talbert, J., L. Mileva, P. Chen, M. K. Cor, M. McLaughlin. Developing School Capacity for Inquiry-based Improvement: Progress, Challenges, and Resources. Stanford, CA: Center for Research on the Context of Teaching, 2010.

Talbert, J. E. and J. L. David with P. Chen, A. Jacquith, and M. K. Cor, Evaluation of the New Teacher Center-Ravenswood City School District Instructional Improvement Initiative: Final Report, Stanford, CA: Center for Research on the Context of Teaching, 2010.

David, J. L., A. Gerstein, P. M. Shields and J. E. Talbert. Evaluating reform progress: Lessons from a Partnership between Hayward Unified School District and external researchers. Hayward, CA: Hayward Evaluation Design Group, 2009.

David, J. L. and J. E. Talbert with P. Chen, W. Lin, A. Jacquith, and A. Wood. Evaluation of the New Teacher Center- Ravenswood City School District Partnership for System Improvement: Year Two Report, Stanford CA: Center for Research on the Context of Teaching 2009.

Talbert, J.E. with L. Mileva, M. McLaughlin, J. Schoener, M. K. Cor, P Chen, and W. Lin, Leadership Development and School Reform through the Scaffolded Apprenticeship Model (SAM), Stanford, CA: Center for Research on the Context of Teaching, 2009.

Talbert, J.E. and J. L. David, Evaluation of the Disciplinary Literacy-Professional Learning Community Initiative in Austin Independent School District: Final Report, Stanford CA: Center for Research on the Context of Teaching, 2008.

Talbert, J.E. and N. Scharff, Leading school improvement with data: A theory of action to extend the sphere of student success, Stanford University: Center for Research on the Context of Teaching, 2008; Paper presented at the American Educational Research Association annual meeting, New York, 2008.

Talbert, J.E. with C. Coburn, A. Eilers, W. Lin, and M. McLaughlin. The Learning Partnership: Final Report, Stanford University: Center for Research on the Context of Teaching, 2008. (Executive Summary)

Talbert, J.E., and A. Wood with W. Lin. Evaluation of BASRC Phase II: Evidence-based System Reform: Outcomes, Challenges, Promising Practices. Stanford CA: Center for Research on the Context of Teaching, 2008.

Talbert, J.E, and J. L. David, Evaluation of the New Teacher Center-Ravenswood City School District Partnership for System Improvement: Year One Report, Stanford CA: Center for Research on the Context of Teaching, 2007.

Talbert, J.E. and J. L. David, Evaluation of the Disciplinary Literacy-Professional Learning Community Initiative in Austin Independent School District: Interim Report, Stanford CA: Center for Research on the Context of Teaching, 2007.

Knapp, M.S., M. Copeland, and J. Talbert. Leading for Learning: Reflective Tools for School and District Leaders. University of Washington: Center for the Study of Teaching and Policy, 2003.

Knapp, M.S., M. Copland,  B. Ford, A. Markholt, M. W. McLaughlin, M. Milliken, and J. Talbert. Leading for Learning Sourcebook: Concepts and Examples. University of Washington: Center for the Study of Teaching and Policy, 2003.

McLaughlin, M.W. & J.E. Talbert, Reforming Districts: How Districts Support School Reform. University of Washington, Center for the Study of Teaching and Policy, 2003

McLaughlin, M.W. and J. Talbert et. al. The Bay Area School Reform Collaborative, Phase One (1995-2001): Lessons for the Field. Stanford University: Center for Research on the Context of Teaching, 2002.

McLaughlin, M.W. & J. Talbert et al. Assessing Results: Bay Area School Reform Collaborative –Year 4. Stanford University: Center for Research on the Context of Teaching, 2000.

Talbert, J.E. and W. Lin with E. Haertel. Evaluating BASRC Leadership Schools’ Progress on SAT-9: Regional Comparisons and BASRC Effects. Stanford University: Center for Research on the Context of Teaching, 2000.

McLaughlin, M.W. & Talbert et al. Assessing Results: Bay Area School Reform Collaborative – Year 3. Stanford University: Center for Research on the Context of Teaching, 1999.

McLaughlin, M.W. & J. Talbert et al. Students at the Center: Year Two. Stanford University: Center for Research on the Context of Teaching, 1998.

McLaughlin, M.W. & Talbert et al. Assessing Results: Bay Area School Reform Collaborative – Year 2. Stanford University: Center for Research on the Context of Teaching, 1998.

McLaughlin, M.W. & J. Talbert et al. The Learning Community Program Evaluation. Stanford University: Center for Research on the Context of Teaching, 1997.

McLaughlin, M.W. & J. Talbert et al. Students at the Center Initiative: The First Year Stanford University: Center for Research on the Context of Teaching, 1997.

McLaughlin, M.W. & Talbert et al. Assessing Results: Bay Area School Reform Collaborative – Year 1. Stanford University: Center for Research on the Context of Teaching, 1997.

DeAngelis, K. & J.E. Talbert, Social Inequalities in High School Mathematics Achievement: Cognitive Dimensions and Learning Opportunities, Stanford University School of Education, 1995.

Talbert, J. "Teacher learning communities: Where does the principal fit in?" In Myers, Ellen (Ed.) Changing Schools, Changing Roles -- Redefining the Role of the Principal in a Restructured School. New York: Impact II, 1995.

Talbert, J. Integrating theory and methods in research on teachers' work. Stanford University: Center for Research on the Context of Teaching, 1995.

Talbert, J.E. & K. DeAngelis, Inequalities in High School Students’ Access to Desirable Math Teaching Conditions. Paper presented at the American Sociological Association meeting, Los Angeles, 1994.

Talbert, J.E. & R.R. Perry, How Department Communities Mediate Mathematics and Science Reforms. Paper presented at the American Educational Research Association meeting, New Orleans, 1994.

Ennis, M., J. Kerkhoven & R.E. Snow, Enhancing the Validity and Usefulness of Large-scale Educational Assessments. Stanford University School of Education, 1993.

Talbert, J.E. et al., Goal Diversity Among U.S. High Schools: Trade-Offs with Academic Excellence, Stanford University School of Education, 1990.

Talbert, J.E. & M. Ennis, Teacher Tracking: Exacerbating Inequalities in the High School, Center for Research on the Context of Teaching, Stanford University School of Education, 1990.

Talbert, J., M. Eaton, M. Ennis, S. Fletcher, C. Tsai, Brief Report on Goal Divergence Among U.S. High Schools: Trade-offs with Academic Excellence, Stanford University: Center for Research on the Context of Teaching, 1990.