Maureen P. Boyd
Associate Chair
Professor
LEARNING AND INSTRUCTION
Specialty/Research Focus
Curriculum and Instruction; Elementary Education; Curriculum and Instruction; Literacy; Linguistic, Discourse, and Sociocultural Context; Qualitative Research Methods
Professional Summary:
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, Linguistics and Education, Pedagogies, Research Papers in Education, and Language and Education; and peer-reviewed practitioner 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. I am currently writing my second book: Instructional practices to support dialogic teaching at elementary level: Teacher agency in cultivating classroom talk, published by Routledge.
I am a CEDiR (Cambridge Education Dialogue Research) Associate Member,
University of Cambridge, UK
http://www.educ.cam.ac.uk/research/groups/cedir/
http://www.educ.cam.ac.uk/research/groups/cedir/associates/
Education and Training:
- PhD, University of Georgia, Language and Literacy Education
- MA, Trinity College, University of Dublin, Ireland, English Literature
Recent Publications:
Journal Article:
- Boyd, M. P. & Edmiston, B. (2021). Creating democratic classroom communities with morning meeting humanizing social practices. Democracy and Education,19(1),1-6.
- Boyd, M. P., Edmiston, B., Vasquez, C*. & Staples, J*. (2020). Song of the Week: Developing we-for-us values. Australian Journal of Language and Literacy. Special issue on Talk and interaction in the dialogic classroom, 43(1) 95-108.
- Boyd, M.P. & Janicki-Gechoff, E*. (2020). Dialogic Local Space: Valuing of the local, the everyday and the personal in a second grade poetry unit. Language and Education, 34 (1) 1-21. http://dx.doi.org/10.1080/09500782.2019.1684939
- Boyd, M. P., Mykula, V*. & Choi, Y.* (2019). Responsive and responsible teacher telling: An across time examination of classroom talk during whole group writing workshop minilessons. Research Papers in Education. 1-29 Doi:10.1080/02671522.2019.1601761
Book Chapter:
- Aukerman, M. & Boyd, M. P. (2019). Mapping the terrain of dialogic literacy pedagogies. In Neil Mercer, Rupert Wegerif & Louis Major. (Eds). International Handbook of Research on Dialogic Education. Routledge. Chapter 26, pp 373-385.
Recent Presentations:
Invited Lectures:
- Boyd, M. (2019). “Seeing with poet’s eyes”: Dialogic valuing of the local, the everyday and the personal. Keynote Speaker at the CEDiR conference "Updates on current research on dialogic education". Cambridge Educational Dialogue Research group (CEDiR), Faculty of Education, University of Cambridge, UK. June 11, 2019.;
- Boyd, M. P. (2019). Exploring relations among teacher talk guidance, student exploratory talk and student uptake in writing. Invited Speaker. Centre for Research in Writing. University of Exeter, October 29, 2019.;
- Boyd, M. P. (2020). Invited Speaker, Education Department, Ben-Gurion University of the Negev, Israel, April 20, 2020. POSTPONED BECAUSE OF COVID 19 PANDEMIC;
Conferences:
- Boyd, M. (2020). Plenary Speaker. Educational talk and dialogic pedagogies: From research to impact. University of York, UK, March 27, 2020. POSTPONED BECAUSE OF COVID 19 PANDEMIC;
- Boyd, M.P., & Janicki-Gechoff, E*. (2019). Enacting dialogic learning values: Repertoires of instructional purposes and instructional practices in a poetry instructional unit. Invited Session: Sig 5: Dialogic Teaching, Learning & Assessment, 2019. International Association for Research in L1 Education (ARLE) Annual conference, Lisbon, Portugal, June 26-28, 2019.;
Recent Grants:
Grant:
- “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)
Recent Activities:
Editorial and Review:
- Review Board, Research in Teaching of English
01/01/2013-12/16/2021 - Editorial Review Board, Classroom Discourse
01/01/2010-02/25/2022 - Editorial Board Membership, Literacy and Reading Instruction
01/01/2005-02/01/2018
Professional Service:
- Committee Member for Ed Fry Award; LRA
11/30/2017-03/31/2021 - NCTE Purves Award Selection Committee for best article 2016
12/01/2016-12/01/2017
Recent Editorships:
Editorship:
- Editorial Board Member; International Advisory Board, Research Papers in Education
05/01/2019-12/31/2021 - Co-Editor; L1-Educational Studies in Language and Literature
01/01/2019-12/31/2021 - Editorial Review Board; English Teaching: Practice and Critique
01/01/2019-12/31/2021 - Editorial review board; Language Arts
01/31/2013-12/31/2021 - Editorial Review Board; Research in the Teaching of English
01/01/2013-12/31/2021