Book Chapters
Talbot, B. C. & Williams, H. M. A. (2019). Critically assessing forms of resistance in music education. In Elliott, D, Silverman, M., & McPherson, G. (Eds.). The Oxford handbook of philosophical and qualitative perspectives on assessment in music education. New York: Oxford University Press. DOI: 10.1093/oxfordhb/9780190265182.013.17
Talbot, B. C. (2018). Superdiversity in music education. In J. Dorfman, & D. Dansereau (Eds.), Music education research in the 21st century: Theories, questions, problems, and methodological pluralism. New York: Springer, 181-192.
Talbot, B. C. (2016). Discourse analysis. In Wheeler, B. (ed.), Music Therapy Research (third edition). New Braunfels, TX: Barcelona Publishers.
Talbot, B. C. & Hendricks, K. (2016). Including LGBTQ voice: A narrative of two gay music teachers. In Diversity Research Symposium 2014: From Research to Action. Littleford, L.N., Alexander, C., & Fraser-Burgess, S. (eds.). Muncie, IN: Ball State University Press.
Talbot, B. C. (2016). Composing/arranging familiar songs in choir with GarageBand. In Strand, K. & Kerchner, J. (eds.), Musicianship: Composing in Choir. GIA Publications.
Talbot, B. C. & Mantie, R. (2015). Vision and the legitimate order: Theorizing today to imagine tomorrow. Conkling, S. (ed.), Envisioning Music Teacher Education. Lanham, MD: Rowman and Littlefield.
Talbot, B. C. (2014). A proleptic perspective of music education. In Randles, C. (ed.), Music Education: Navigating the Future. New York: Routledge, 29-42.
Talbot, B. C. & Williams, H. M. A. (2019). Critically assessing forms of resistance in music education. In Elliott, D, Silverman, M., & McPherson, G. (Eds.). The Oxford handbook of philosophical and qualitative perspectives on assessment in music education. New York: Oxford University Press. DOI: 10.1093/oxfordhb/9780190265182.013.17
Talbot, B. C. (2018). Superdiversity in music education. In J. Dorfman, & D. Dansereau (Eds.), Music education research in the 21st century: Theories, questions, problems, and methodological pluralism. New York: Springer, 181-192.
Talbot, B. C. (2016). Discourse analysis. In Wheeler, B. (ed.), Music Therapy Research (third edition). New Braunfels, TX: Barcelona Publishers.
Talbot, B. C. & Hendricks, K. (2016). Including LGBTQ voice: A narrative of two gay music teachers. In Diversity Research Symposium 2014: From Research to Action. Littleford, L.N., Alexander, C., & Fraser-Burgess, S. (eds.). Muncie, IN: Ball State University Press.
Talbot, B. C. (2016). Composing/arranging familiar songs in choir with GarageBand. In Strand, K. & Kerchner, J. (eds.), Musicianship: Composing in Choir. GIA Publications.
Talbot, B. C. & Mantie, R. (2015). Vision and the legitimate order: Theorizing today to imagine tomorrow. Conkling, S. (ed.), Envisioning Music Teacher Education. Lanham, MD: Rowman and Littlefield.
Talbot, B. C. (2014). A proleptic perspective of music education. In Randles, C. (ed.), Music Education: Navigating the Future. New York: Routledge, 29-42.
Articles Published in Peer-Reviewed Journals
Hess, J. & Talbot, B.C. (2019). Going for broke: A talk to music teachers. Action, Criticism, and Theory for Music Education, 18 (1): 89–116.
Mantie, R. & Talbot, B. C. (2015). How can we change out habits if we don’t talk about them? Action, Criticism, and Theory for Music Education, 14(1).
Talbot, B. C. (2013). The music identity project. Action, Criticism, and Theory for Music Education, 12(2).
Martignetti, F., Talbot, B. C., Clauhs, M. Hawkins, T. & Niknafs, N. (2013). You got to know us: Music education in urban environments as a hopeful model for the profession. Visions of Research in Music Education, Vol. 22.
Talbot, B. C. (2013). Discourse analysis as potential for re-visioning music education. Action, Criticism, and Theory for Music Education, 12(1).
Talbot, B. C. & Millman, M. (2011). Discourses surrounding marginalized groups, LGBT issues, and music learning and teaching practices in “Glee.” Bulletin of the Council for Research in Music Education. No. 188.
Talbot, B. C. (2010). Critical discourse analysis for transformative music teaching and learning: Method, critique, and globalization. Bulletin of the Council for Research in Music Education. No. 186.
Hess, J. & Talbot, B.C. (2019). Going for broke: A talk to music teachers. Action, Criticism, and Theory for Music Education, 18 (1): 89–116.
Mantie, R. & Talbot, B. C. (2015). How can we change out habits if we don’t talk about them? Action, Criticism, and Theory for Music Education, 14(1).
Talbot, B. C. (2013). The music identity project. Action, Criticism, and Theory for Music Education, 12(2).
Martignetti, F., Talbot, B. C., Clauhs, M. Hawkins, T. & Niknafs, N. (2013). You got to know us: Music education in urban environments as a hopeful model for the profession. Visions of Research in Music Education, Vol. 22.
Talbot, B. C. (2013). Discourse analysis as potential for re-visioning music education. Action, Criticism, and Theory for Music Education, 12(1).
Talbot, B. C. & Millman, M. (2011). Discourses surrounding marginalized groups, LGBT issues, and music learning and teaching practices in “Glee.” Bulletin of the Council for Research in Music Education. No. 188.
Talbot, B. C. (2010). Critical discourse analysis for transformative music teaching and learning: Method, critique, and globalization. Bulletin of the Council for Research in Music Education. No. 186.
Articles Published in State Music Education Journals
Holmes, E. & Talbot, B. C. (2017). Towards a more inclusive music education: Experiences of LGBTQQIAA students in music education programs across Pennsylvania. PMEA News 82(4): 60-63.
Reynolds, A. & Talbot, B. C. (2016). Extending invitations, becoming messmates. PMEA News, 81(3): 26-29.
Talbot, B. C. (2015). Outside ourselves: Becoming better teachers through ethnographic fieldwork. PMEA News (Summer): 48-49.
Talbot, B. C., Miyazawa, K. (2013). Accommodating accommodations: How a small liberal arts college certification program redefines the new ELL state mandates. PMEA News, 77(4): 38-41.
Manfredo, J. & Talbot, B. C. (2010). Knowing your students’ musical identities makes the difference. Illinois Music Educator Journal, spring 2010.
Holmes, E. & Talbot, B. C. (2017). Towards a more inclusive music education: Experiences of LGBTQQIAA students in music education programs across Pennsylvania. PMEA News 82(4): 60-63.
Reynolds, A. & Talbot, B. C. (2016). Extending invitations, becoming messmates. PMEA News, 81(3): 26-29.
Talbot, B. C. (2015). Outside ourselves: Becoming better teachers through ethnographic fieldwork. PMEA News (Summer): 48-49.
Talbot, B. C., Miyazawa, K. (2013). Accommodating accommodations: How a small liberal arts college certification program redefines the new ELL state mandates. PMEA News, 77(4): 38-41.
Manfredo, J. & Talbot, B. C. (2010). Knowing your students’ musical identities makes the difference. Illinois Music Educator Journal, spring 2010.
Editorials Published in Peer-Reviewed Journals
Talbot, B. C. (2018). Introduction to ACT 17.1. Action, Criticism and Theory for Music Education 14(2): 1-8
Talbot, B. C. (2015). "Charleston, Goddam": An Editorial Introduction to ACT 14.2. Action, Criticism, and Theory for Music Education, 14(2).
Talbot, B. C. (2018). Introduction to ACT 17.1. Action, Criticism and Theory for Music Education 14(2): 1-8
Talbot, B. C. (2015). "Charleston, Goddam": An Editorial Introduction to ACT 14.2. Action, Criticism, and Theory for Music Education, 14(2).