Maureen P. Boyd (she/hers)

My research is grounded in the theory and practices of dialogic pedagogy - that is, speaking and listening practices associated with jointly undertaken inquiries, and open, respectful exchanges of ideas that support student reasoning and elaboration, thereby promoting deeper meaning-making. I employ sociocultural discourse analysis methodology to analyze 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 and have a special interest in questioning, response-able talk practices, noticing, and conditions that instantiate dialogic stance and support dialogic space.

My program of scholarship contributes to the what (instructional practices), why (theoretical support for examining instructional practices in particular ways) and how (classroom research methodology) of dialogic pedagogy: speaking and listening practices associated with jointly undertaken inquiries, and open, respectful exchanges of ideas that support student reasoning and elaboration, thereby promoting deeper meaning-making. This research offers researchers a lens to examine instructional flow and teachers a blueprint for pedagogical circumstances wherein rich classroom talk that supports and advances student learning, caring relations, and classroom community is likely to thrive.

I am a CEDiR (Cambridge Education Dialogue Research) Associate Member, University of Cambridge, UK. View CEDiR associates.

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

• University of Cambridge, UK Visiting Fellow, Hughes Hall 2026-2027; University of Cambridge, UK; 2026-09-21;
• STAR Research Award; UB- GSE; 2025-05-09;

• Boyd, M. P., Vasquez, C. R., & Monaco, C*. (2025). Deciding who we are: A classroom agreement process that cultivates caring relations and dialogic value-orientations. Language and Education, 1–22.
• Boyd, M.P. & Sherry, M. (2024). Dialogic Space: An Introduction. Theory into Practice. 63(2), 115-120. Open Access https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2325309
• Boyd, M. P., Vasquez, C. & Monaco-Shevlin, C*. (2024). “When anybody speaks, we all need to be involved”: Classroom Conditions that Support Dialogic Space. Theory Into Practice. 63(2).
• King, C.U., Boyd, M.P., & Reid, S. (2024). Creating Dialogic Space Around Purposeful Selection for Reading and Teaching Diverse. Theory Into Practice. 63(2).

• Monaco, C*. & Boyd, M.P. [2026]. “We are having this problem, let’s have a meeting”: Understanding two class meetings through dialogic, restorative practices. In C. Edwards-Groves & C. Davidson (Eds.), Talk and interaction in the dialogic classroom: Pedagogy, practice and change. Springer.

• Boyd, M. (2026). Taking a Stand(ce): How we listen, what we notice, and space to explore. Invited keynote address, "Dialogic Sensibilities" Symposium GriffLinC, Griffith University, Australia, November 9, 2026.;
• Boyd, M. P. (2026). Planning for and harvesting student noticings. Invited talk, University of Southern Florida, February 11.;

• Boyd, M. (2026, September 1-3).Noticing as a deep characteristic of dialogic pedagogy. [Paper in Symposium: Noticing as critical in characterizing dialogic pedagogy]. EARLI- SIG 26 Bi-annual Conference, Brno, Czech Republic.;
• Boyd, M. P. & Jilani, R* (non-presenting author). (2026, June 25-27). The dialogic power of student noticings. ARLE International conference 2026, Barcelona, Spain.;
• Boyd, M.P (non-presenting author) & Jilani, R*. (2026, March 21) Guiding noticing through large print think-alouds and open directive questioning. AAAL 2026 Conference, Chicago.;

• Review Board, Language Arts
  Jan 2013-present
• Review Board, Research in Teaching of English
  Jan 2013-present
• Editorial Review Board, Classroom Discourse
  Jan 2010-present