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, Linguistics and Education, Pedagogies, Research Papers in Education, 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.

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/

• 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. (under contract) Working title: Instructional practices to support dialogic learning at elementary level: Teacher agency in cultivating classroom talk. Research Monograph Series, Routledge.

• Boyd, M. P., Chiu, M. M., & Kong, Y. (2019). Signaling a language of possibility space: Management of a dialogic discourse modality through speculation and reasoning word usage. Linguistics and Education(50), 25-35. doi.org/10.1016/j.linged.2019.03.002
• 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. Doi:10.1080/02671522.2019.1601761
• Boyd, M. P., Jamark, C.J.*, & Edminston, B. (2018). Building Bridges: Coauthoring a class handshake, building a classroom community. Pedagogies: An International Journal.13(4), 330-352. DOI: 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.

• Aukerman, M. & Boyd, M. P. (2019, invited chapter). Mapping the terrain of dialogic literacy pedagogies. In Neil Mercer, Rupert Wegerif & Louis Major. (Eds). International Handbook of Research on Dialogic Education. Routledge.
• Boyd, M. P., Mykula, V., & Choi, Y. (2019, invited chapter). 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. (2019). “Seeing with poet’s eyes”: Dialogic valuing of the local, the everyday and the personal. Keynote Speaker at the CEDiR colloquium "Updates on current research on dialogic education". CEDiR: Cambridge Educational Dialogue Research group, Faculty of Education, University of Cambridge. UK. June 11, 2019.;
• Boyd, M. (2020). Plenary Speaker. Educational talk, critical thinking and dialogic pedagogies conference. University of York, UK, 3rd April, 2020.;
• 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., & Janicki-Gechoff, E*. (Invited session: Sig 5: Dialogic Teaching, Learning & Assessment, 2019). Enacting dialogic learning values: Repertoires of instructional purposes and instructional practices in a poetry instructional unit. ARLE Annual international conference, Lisbon, Portugal, June 26-28, 2019.;
• 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.;

• Boyd, M.P., Janicki-Gechoff, E*. (2019) [Re]Knowing through Poetry: Illuminating the local, the personal and the everyday through dialogic pedagogy. Paper presented in symposium Dialogic Pedagogy and Participation: Considering Student Choice and Agency for the SIG: Language and Social Processes at AERA annual conference, Toronto, Canada, April 5-9, 2019.;
• Boyd, M.P., Mykula, V.* & Choi, Y.* (2018). Dialogic teaching and learning: Whole class instruction of a literacy event across time and repertoire. EARLI SIG 20 & 26 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. (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.;
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• International Advisory Board, Research Papers in Education, May 2019-CURRENT
  06/06/2019-06/06/2019
• Co-editor, L1 – Educational Studies in Language and Literature
  02/01/2019-02/26/2020
• Editorial Review Board, English Teaching: Practice and Critique
  01/01/2019-02/28/2020
• Editorial Review Board, Journal of Research in Educational Neuroscience
  01/01/2017-
• Review Board, Language Arts
  01/01/2013-01/31/2020
• Review Board, Research in Teaching of English
  01/01/2013-12/16/2019
• Editorial Review Board, Classroom Discourse
  01/01/2010-02/25/2020
• Editorial Board Membership, Literacy and Reading Instruction
  01/01/2005-02/01/2018

• 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