Maureen Boyd

Associate Professor and Associate Chair of the Department of Learning and Instruction

Learning and Instruction

 576 Baldy Hall
 716-645-2453
  716-645-3161
 mpboyd@buffalo.edu


Classroom talk and Dialogic teaching and learning
Patterns of teacher questioning
Student talk as markers of reasoning and engagement
Literacy learning in literature-based classrooms
LAI 550 Literacy Acquisition and Instruction
LAI 565 Literature for Children and Young People
LAI 625: Discourse Analysis
LAI 685: Dialogic Teaching and Learning

Jump to Publications

Professional and Research Interests

My research is on classroom talk: the language of teaching and learning. I examine patterns of classroom talk to better understand the role and impact of teacher questioning and follow up, and the likely contexts in which engaged, elaborated student reasoning and exploratory exchanges occur. I strive to make transparent the instructional repertoire of first and second language elementary teachers as they use children's literature to teach language, content, and literate practices. I unpack what a dialogic instructional stance and response-able talk practices can look like.

I have published in peer reviewed research journals including Elementary School Journal, Research in the Teaching of English, Journal of Literacy Research, Language and Education; Discourse Processes and peer reviewed teacher journals such as Reading Teacher and Language Arts. I’ve also written several chapters in edited volumes. My first book, Real talk in elementary classrooms: Effective oral language practice, is coauthored with Dr. Lee Galda (University of Minnesota), and published by Guilford Press.

Educational Background

  • Ph.D., Language and Literacy Education, University of Georgia
  • M.A./B.A., English Literature, Trinity College, University of Dublin, Ireland

Professional Experience

  • 2015-present
    Associate Department Chair, Department of Learning and Instruction, Graduate School of Education, University at Buffalo
  • 2013-present
    Associate Professor, Department of Learning and Instruction, Graduate School of Education, University at Buffalo
  • 2008-2013
    Assistant Professor, Department of Learning and Instruction, Graduate School of Education, University at Buffalo
  • 2006-2008
    Assistant Professor, Graduate School of Education, Binghamton University

Grants

  • Speaking and listening as a teaching and learning resource: Explicating oracy practices in one second grade classroom community.
    Spencer Foundation Small Grant
    PI: Maureen Boyd
    Funded: $40,000 (2013-2015)
  • In service of talk, content, and community: Toward a situated model of dialogic teaching.
    University at Buffalo MEGAS Grant
    Maureen Boyd, PI Corrie Stone-Johnson, Investigator
    Funded: $8,959 (2014-2015)
  • Identifying cognitive mechanisms behind a successful performance feedback intervention for elementary aged writers.
    University at Buffalo MEGAS Grant
    Bridget Hier, Co-PI; Claire Cameron, Co-PI; Maureen Boyd, Investigator
    Funded: $10,000 (2016-2017)
  • Spencer Mid-Career Grant, Finalist 2015-2016; Finalist 2016-2017

Related Links

Maureen Boyd Academia.edu
Maureen Boyd Researchgate
Maureen Boyd Google Scholar citation page



* An asterisk denotes that the co-author was my student at time of writing or presenting.

Selected Publications

Books

Boyd, M. P. & Galda, L. (2011). Real talk in elementary classrooms: Effective oral language practice. NY: Guilford Press.

Selected and Recent Refereed Journal Articles

Boyd, M. P. , Tynan, E. & Potteiger, L.* (Accepted). Trusting the Local: Opening up the script with response-able talk practices. English Teaching: Practice and Critique.

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. Contribution to a special issue on International Perspectives on Dialogic Theory and Practice (eds. Sue Brindley, Mary Juzwik, and Alison Whitehurst) in L1 Educational Studies in Language and Literature, 15 1-26.

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. & 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. (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. & 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.

Recent Presentations (since 2013)

Boyd, M.P. Chiu, M.M. & Schucker, K*. (2018). Connecting learning talk and relations to student reasoning and questioning. Paper to be 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., & 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., Jamarck, C.* & Edmiston, B. (2017). Understanding a second grade class handshake as a dialogic community building event. Paper presented at annual meeting of LRA, Tampa, Florida, November 2017.

Boyd, M.P. & Veenis, J.* (2017). Directive and Dialogic: Relations among teacher talk guidance,student exploratory talk, and student uptake in writing in a second grade classroom. Paper presented at ISAWR, Bogota, Columbia, February 2017.

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. (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). How a class handshake elucidates and deepens classroom community building practices Invitational working discourse conference in Educational research conference, The Ohio State, May 20-22, 2016.

Boyd, M. (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. & Chiu, M. (2015). Teacher and student connecting episodes and reasoning discourse moves: Consistent, contingent, dialogic practices. Paper presented at AERA, Chicago, 2015.

Boyd, M., Mykula, V.* & Choi, Y.* (2015). Dialogic teaching in the context of Common Core: Planful and contingent oracy practices. Paper presented at AERA at Chicago, 2015.

Boyd, M., (2015). Discussant for symposium: Connection and Missed Opportunities: Talk in Today’s Elementary Writing Classroom. Symposium presented at annual meeting of AERA, Chicago, 2015.

Boyd, M., Choi, Y.* & Mykula, V.* (2015). Dialogic teaching and teacher response-ability: Productive tensions among authoritative and dialogic discourses. Paper presented at AAAL, Toronto, 2015.

Boyd, M. (2014). Connecting the Man in the Mirror to Curriculum, to Community, to Citizenship. Paper presented at annual meeting of LRA, Florida, December 2014.

Boyd, M., Bampton, T.* & Staples, J.* (2014). Apprenticing Literate Citizens through Morning Meeting: Engaged Participation through Structures, Space and Activities. Paper presented at annual meeting of AERA, Philadelphia, April 2014.

Boyd, M. & Jordan, M. (2013) Working on the Knowing: Recurring talk about text in two third grade classrooms. Paper presented at annual meeting of Literacy Research Association in Dallas Dec 4-7, 2013.

Boyd, M. & Kong, Y.* (2013). Discerning reasoning in the classroom learning environment. Paper presented at annual meeting of Literacy Research Association in Dallas Dec 4-7, 2013.

Invited/Featured Talks

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 13-14, 2016.

Boyd, M. P. (2016). You're claiming what about handshakes and mini lessons?: Researching repertories of classroom talk practices in an urban second grade classroom community. Invited Speaker, Literacy Colloquy Series. Michigan State University, October 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. Paper in 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. (2014). Invited Speaker in a keynote panel for Reimagining Discourse Analysis In Diverse Contexts Of Literacy And Social Life panel. Discourse Analysis in Educational Research Conference. Ohio State University, May 16-18, 2014.