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 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. View CEDiR associates.

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

• Boyd, M.P. (2023). Teacher talk that supports thinking and talking together: Three markers of a dialogic instructional stance. Learning, Culture and Social Interaction, 39. https://doi.org/10.1016/j.lcsi.2023.100695.
• 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. & Veenis, J.* (2021). Student uptake of whole class instructional talking points in their writing. International Journal of Educational Research. 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. & 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. (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. (2023). Second graders writing as poets in outside spaces. Paper presented as part of the symposium Writing for being and belonging across K-12 Spaces at annual meeting Writing Across Borders (WRAB) conference, Trondheim, Norway, Feb. 2023.;
• 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 person by Chris Vasquez 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.;

• “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)

• Review Board, Research in Teaching of English
  01/01/2013-03/31/2024
• Editorial Review Board, Classroom Discourse
  01/01/2010-01/31/2024

• Co-Editor Special Issue on Dialogic Space; Theory Into Practice
  04/10/2023-07/10/2023
• Editorial Board Member; International Advisory Board, Research Papers in Education
  05/01/2019-03/31/2024
• Editorial Review Board; English Teaching: Practice and Critique
  01/01/2019-01/31/2024
• Editorial review board; Language Arts
  01/31/2013-09/29/2023
• Editorial Review Board; Research in the Teaching of English
  01/01/2013-02/28/2024