University at Buffalo

Maureen P. Boyd

Maureen P. Boyd



Specialty/Research Focus

Curriculum and Instruction; Elementary Education; Curriculum and Instruction; Literacy; Linguistic, Discourse, and Sociocultural Context; Qualitative Research Methods

Contact Information
505 Baldy Hall
North Campus
Phone: (716) 645-2455

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

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. & Veenis, J.* (2021). Student uptake of whole class instructional talking points in their writing. International Journal of Educational Research. Advance copy available on-line, 1-13.
  • Voegler, E*., Kearney, E, & Boyd, M.P. (2021). Heritage language as commodity or connection: Mapping teachers’ value orientations toward students’ language practice. NYS TESOL Journal, 8(2), 39-50.
  • 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.
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. & Edmiston, B. (2021). A story of classroom agreement processes. Impact of Languaging Research on Curriculum and Instruction, Invitational in-person conference. The Ohio State University, October 1 & 2, 2021.;
  • Boyd, M.P., Vasquez, C.R. & Monaco- Shevlin, C. (2021). Co-Authoring a Classroom Agreement: Signaling Community and Community Participation. Paper presented in symposium: Putting students full center: A classroom agreement process, translanguaging, and multimodal testimonies. Annual meeting of Literacy Research Association (LRA), Atlanta, GA, December 2021;
  • 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;
Recent Grants:
  • “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
  • Editorial Review Board, Classroom Discourse
  • Editorial Board Membership, Literacy and Reading Instruction
Professional Service:
  • Committee Member for Ed Fry Award; LRA
  • NCTE Purves Award Selection Committee for best article 2016
Recent Editorships:
  • Editorial Board Member; International Advisory Board, Research Papers in Education
  • Co-Editor; L1-Educational Studies in Language and Literature
  • Editorial Review Board; English Teaching: Practice and Critique
  • Editorial review board; Language Arts
  • Editorial Review Board; Research in the Teaching of English

Contact Information

505 Baldy Hall
North Campus
Phone: (716) 645-2455