Maureen P. Boyd

My research analyzes classroom talk patterns across time to better understand the roles, functions and impact of teacher and student talk on teaching and learning. I examine the instructional repertoires of elementary teachers as they use children's literature to teach language, content, and literate practices. I have a special interest in questioning, response-able talk practices, and what a dialogic stance to teaching and learning can look like in our classrooms.

I have published in peer-reviewed research journals including Elementary School Journal, Research in the Teaching of English, Journal of Literacy Research, Discourse Processes, Pedagogies, and Language and Education; and peer-reviewed teaching journals such as Reading Teacher and Language Arts. I’ve also written several chapters in edited volumes. My book, Real talk in elementary classrooms: Effective oral language practice, is co-authored and published by Guilford Press.

• PhD, University of Georgia, Language and Literacy Education
• MA, Trinity College, University of Dublin, Ireland, English Literature

• “Identifying cognitive mechanisms behind a successful performance feedback intervention for elementary aged writers; Local; GSE MEGAS; Awarded; (05/24/2016-07/30/2017)
• In service of talk, content, and community: Toward a situated model of dialogic teaching; Local; UB Megas grant; Awarded; (06/02/2014-05/02/2015)
• Speaking and listening as a teaching and learning resource: Explicating oracy practices in one second grade classroom community; Foundation and Research Organization; Spencer Foundation; Awarded; (06/01/2013-08/01/2015)

• Boyd, M. P. & Galda, L. (2011). Real talk in elementary classrooms: Effective oral language practice. NY: Guilford Press.

• Boyd, M. P., Jamark, C.J.*, & Edminston, B. (2018). Building Bridges: Coauthoring a class handshake, building a classroom community. Pedagogies: An International Journal. Advanced on-line copy is available https://doi.org/10.1080/1554480X.2018.1437731
• Boyd, M. P., Tynan, E. & Potteiger, L.* (2018). Trusting the Local: Opening up the script with response-able talk practices. English Teaching: Practice and Critique. 17(1), 2-15. DOI:10.1108/ETPC-09-2017-0125
• Boyd, M. P., & Kong, Y.* (2017). Reasoning words as linguistic features of reasoning: Classroom use and what it can tell us. Discourse Processes, 54 (1), 62-81.
• Boyd, M. P. (2016). Calling for response-ability in our classrooms. Language Arts, 93(3) 226-233.
• Boyd, M. P. (2016). Connecting Man in the Mirror: Developing a classroom dialogic teaching and learning trajectory. Contributions to a Special Issue on International Perspectives on Dialogic Theory and Practice (eds. Sue Brindley, Mary Juzwik, and Alison Whitehurst). L1-Educational Studies in Language and Literature, 16, 1-26.
• Boyd, M. P. & Markarian, W. (2015). Dialogic teaching and dialogic stance: Moving beyond interactional form. Research in the Teaching of English, 49(3). 272-296.
• Boyd, M. P. (2015). Relations between teacher questioning and student talk in one elementary ELL classroom. Journal of Literacy Research, 47(3) 370-404.
• Boyd, M. P. & Smyntek-Gworek, S. (2012). Literacy and learning [standards] in a Morning Meaning context. Journal of Classroom Interaction, 47(2), 24-32.
• Boyd, M. P. (2012). Planning and realigning a lesson in response to student contributions: Intentions and decision-making. Elementary School Journal, 113(1), 25-51.
• Boyd, M. P., & Markarian, W. (2011). Dialogic teaching: Talk in service of a dialogic stance. Language and Education 25(6), 515-534.
• Boyd, M. P. & Kneller, S. (2009). The 42nd crochet: Getting students hooked into a literacy community. Reading Teacher, 62(5), 434-441.
• Boyd, M. P. & Devennie, M*. (2009). Student voices and student choices: Selecting chapter book readalouds. Childhood Education, 85(3), 148-153.
• Kneller, S. & Boyd, M. P. (2008). "We were slow; it was challenging" and "it was hard not to make knots": Crocheting as a literacy event in a second grade classroom community. Early Childhood Education Journal 36(2), 135-147.
• Saiia, D., Macy, G. & Boyd, M. P. (2008). Meaningful learning in management: Recombining strands of knowledge DNA through engaged dialog and generative conflict. Organization Management Journal 5(3), 167-179.
• Boyd, M. P. & Rubin, D. (2006). How contingent questioning promotes extended student talk: A function of display questions. Journal of Literacy Research 38(2), 141-169.
• Boyd, M. P. & Rubin, D. (2002). Elaborated student talk in an elementary ESoL classroom. Research in the Teaching of English, 36(4), 495-530.

• Boyd, M. P., Mykula, V., & Choi, Y. (invited chapter, 2018). Dialogue as instruction: Purposeful and response-able writing workshop minilesson talk in a second grade classroom. In Robyn Gillies. (Ed.). Promoting academic talk in schools: Global practices and perspectives. Routledge. Chapter 11. pp. 161-183.
• Boyd, M. P. (2012). How teacher talk can guide student exploratory talk: Communication, conjecture, and connections in a 4th and 5th grade ELL classroom. In B. Yoon & H.K. Kim (Eds.) Teachers' Roles in Second Language Learning: Classroom Applications of Sociocultural Theory. A volume series of Research in Second Language Learning by Information Age Publishing. Chapter 1, 3-18.
• Boyd, M. P. (2009). Writing-to-learn in the process of researching. In K Bromley (Ed). Writing for educators: Personal essays and practical advice. Charlotte, NC: Information Age Publishing. Chapter 3, p. 21-31.
• Boyd, M. P. & Maloof, V. (2000). How teachers build upon student-proposal intertextual links to facilitate student talk in the ESL classroom. In J. Hall and L. Verplaetse (Eds). The development of second and foreign language learning through classroom interaction. NJ: Lawrence Erlbaum Associates, Chapter 8, 163-182.

• Boyd, M.P., Mykula, V. * & Choi, Y.* (2018). Dialogic teaching and learning: Whole class instruction of a literacy event across time and repertoire. EARLI Special Interest Groups 20 (“Inquiry Learning)” and 26 (“Argumentation, Dialogue, and Reasoning”) Conference, Jerusalem, Israel, October 10, 2018;
• Boyd, M. P. & Chiu, M. M. (2018). Connecting learning talk and relations to student reasoning and questioning. Paper presented in Symposium: The Dreams, possibilities, and necessity of student classroom talk within public education at AERA annual conference, NYC, April 2018.;
• Boyd, M. P. (2018). Serving a dialogic stance?: A big picture look across oracy repertoire during whole group instruction. ARLE: Oracy in Focus Conference. April 3-5 2018, Amsterdam.;
• Boyd, M. P., Jamarck, C. & Edminston, B. (2017). Understanding a second grade class handshake as a dialogic comunity building event. Paper presented at annual meeting of LRA, Tampa, Florida, November 2017.;
• Boyd, M. P., Veenis, J. (2017). Exploring student uptake of teacher talk guidance in student exploratory talk and student writing in a second grade classroom. Paper presented at annual meeting of LRA, Tampa, Florida, November 2017.;
• Boyd, M.P. (2018). Explicating a dialogic teaching and learning repertoire across time: A focus on research methods. National Centre for Reading Education and Reading Research, University of Stavanger, Norway, June 20, 2018.;
• Boyd, M. P. & Vennis, J*. (2017). Directive and Dialogic?: Relations among teacher talk guidance, student exploratory talk, and student uptake in writing in a second grade classroom. Paper presented at annual meeting of WRAB, Bogota, Columbia, Feb. 2017.;
• Boyd, M. P. (2016) Discussant for symposium: A Participatory Performance Process: Educators Respond to High Stakes Testing Discourses. Symposium presented at annual meeting of LRA, Nashville, Tennessee, December 2016.;
• Boyd, M. P. (2016). Our Class CARES: How a Class Handshake Elucidates and Deepens Classroom Community Building Practices.Invitational Working Discourse Analysis in Educational Research Conference. The Ohio State, May 20-22, 2016.;
• Boyd, M. P. & Potteiger, L*. (2016). How Can Whole Group Minilesson Talk Serve a Dialogic, Socially Transformative Instructional Stance? Paper presented at annual meeting of LRA, Nashville, Tennessee, December 2016.;
• Boyd, M. P. (2015). Talk in a second grade classroom community: A Repertoire of talk purposes and functions. Invitational Working Discourse Analysis in Educational Research Conference. University of Wisconsin-Madison, May 22-24, 2015.;
• Boyd, M. P., Choi, Y. & Mykula, V. (2015). Dialogic teaching and teacher response-ability: Productive tensions among authoritative and dialogic discourses. Paper presented at AAAL, Toronto, 2015. Co-organized symposium with Mari Haneda: Dialogic Teaching and Learning across the Curriculum: Promises and Challenges.;
• Boyd, M. P., Mykula, V. & Choi, Y. (2015). Dialogic teaching in the context of Common Core: Planful and contingent oracy practices. Paper presented in AERA, Chicago, 2015. Co-organized symposium with Adam Lefstein: Emergent forms of dialogic pedagogy: How culture, policy and school conditions shape local teacher enactments.;
• Boyd, M. & Potteiger, L*. (2015). Building shared repertoire and shared connections through Song of the Week: Unpacking selection, practices and purposes across a year in a second grade classroom community: Paper presented at annual meeting of LRA, California, December 2015.;
• Boyd, M. P. & Chiu, M. (2015). Teacher and student connecting episodes and reasoning discourse moves: Consistent, contingent, dialogic practices. Paper presented in AERA, Chicago, 2015.;
• Boyd, M. P. (2014). Connecting the Man in the Mirror to curriculum, to community, to citizenship. Paper presented in LRA, Florida, 2014. Organized symposium: Literacy In Service Of Dialogic Citizenship.;

• Boyd, M.P. (2018). Explicating a dialogic teaching and learning repertoire across time: A focus on research methods. National Centre for Reading Education and Reading Research, University of Stavanger, Norway, June 20, 2018;
• Boyd, M. P. (2016). Classroom Talk Matters: Making a Case for Response-able Talk Practices. Featured Speaker, New York State Reading Association (NYSRA) conference. Rochester, NY. November 13, 2016.;
• Boyd, M. P. (2016). You’re claiming what about handshakes and minilessons?: Researching repertoires of classroom talk practices in an urban second grade classroom community. Invited Speaker, Language & Literacy Colloquy Series. Michigan State, Oct. 25, 2016.;
• Boyd, M. P., Potteiger, L. & Tynan, E. (2016). Dialogic Learning in Content Learning, Invited talk for the Academic Language and Common Core Expectations strand, TESOL International Annual Conference, TESOL International Convention & English Language Expo PreK-12 Day, Maryland, April 4, 2016.;
• Boyd, M. Mykula, V.* & Choi, Y*. (2015). Animation of student intertextual ties during whole class instruction. Invited Session For Area 5 Early and Elementary Literacy Processes: Talk as a Creative Space for Inclusive Sense-making in Elementary Classrooms presented at annual meeting of LRA, California, December 2015.;

• Editorial Review Board, Journal of Research in Educational Neuroscience
  01/01/2017-
• Review Board, Research in Teaching of English
  01/01/2013-
• Review Board, Language Arts
  01/01/2013-
• Editorial Review Board, Classroom Discourse
  01/01/2010-
• Editorial Board Membership, Literacy and Reading Instruction
  01/01/2005-

• Committee Member for Ed Fry Award; LRA
  11/30/2017-
• NCTE Purves Award Selection Committee for best article 2016
  12/01/2016-12/01/2017