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Maureen Boyd
Assistant
Professor, Literacy
School
of Education
Office: AB-233
Phone: 607-777-6770
Fax: 607-777-3587
E-mail: mboyd@binghamton.edu
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- Educational
Background
- • PhD, Language and Literacy Education, University of Georgia, 2000
- • MEd,
Master Teacher Program, University of New
Jersey, 1989
- • MA/BA (Hons) English Literature, Trinity College, University of Dublin, Ireland 1990/1982
- Teaching Profession
- Courses
regularly taught
- • Literacy
Practicum See LTRC
592 for more information
- • Current Research
and Practices in Literacy Instruction. See LTRC
515 for more information
- • Language Arts in Elementary and Middle School. See LTRC
516 for more information
- • Culturally Diverse
Literature
for Children and Youth. See LTRC
517 for more information
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Other
Courses
taught
• Doctoral
and Masters courses on Classroom talk.
See EDUC
680S: Doctoral seminar on Classroom Discourse
Analysis for
more information
- Current Research Interests
- • Classroom
discourse practices in first- and second-language
classrooms
- • The role the teacher can play in squelching or engendering engaged student talk
- • Teacher
Questioning
- • Literature
based education
- Selected Publications
• Boyd,
M. & Nelson, M. (accepted for publication
2008). Student
voices and teacher choices: Selecting
read-alouds. Childhood Education.
• Kneller,
S. & Boyd, M. (accepted for publication
2009). It was hard not to make knots:
Crocheting
in a second grade classroom. Early
Childhood Education Journal.
• Boyd,
M. (accepted for publication 2008) Choosing
the next chapter read aloud? : A classroom
context for authentic student talk about
books. Book Links.
September 2008.
• Saiia,
D., Macy, G., & Boyd, M. (accepted
for publication 2008) Meaningful learning
in management: Recombining strands of
knowledge through engaged dialog and generative
conflict. Organization
Management Journal.
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- • Boyd,
M. (in press, 2008
publication date).
An intimate discourse:
writing-to-learn,
knowing yourself.
In K. Bromley (Ed). Writing
for educators:
Personal essays
and practical advice.
Needham Heights,
MA, Christopher
Gordon.
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• Saiia,
D., Macy, G., & Boyd, M. (2006). The DNA
of Meaningful learning. Proceedings
publication at IABS conference, Merida, Mexico,
2006.
- • Boyd,
M. & Rubin, D. (2006) How contingent questioning
promotes extended student talk: The function
of display questions. Journal of Literacy
Research, 38 (2), 141-169.
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- • Boyd,
M., Montgomery, L., Paterson, D., Schrage,
J. (2006). Purposeful Collection: Exploiting
the potential of Children’s Literature
in the Classroom, Language and Literacy
Spectrum 16 41-48.
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- • Boyd,
M. (2004). Context in classroom discourse
analysis. Proceedings publication at
Ethnographic & Qualitative Research
in Education conference, Albany, NY,
2004.
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- • Boyd,
M. and Rubin, D. (2002). Elaborated student
talk in an elementary ESoL classroom. Research
in the Teaching of English.
36 (4), 495-530.
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- • Boyd,
M. and 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.
Lawrence Erlbaum Associates, NJ. Chapter
8, 163-182.
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- • Boyd,
M. and Merrifield, T. (2000). Let students
propose school-home culture connections. In
Koballa, T. and Tippins, D. (Eds). Cases
in middle and secondary education: The promise
and dilemmas. Merrill/Prentice Hall. 17-18.
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- • Hern,
L., Faust, M. and Boyd, M. (1998). Literacy,
textuality, and the expert: Learning
in the English language arts. In S.
Stahl, M. Carr and S. Glynn (Eds). Learning
from text across conceptual domains.
Lawrence Erlbaum Associates, NJ. Chapter
10, 211-226.
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• Boyd,
M. (1996). Negotiating classroom culture. TESOL
in Action, 10 (3), 13-16.
Works Submitted for Publication:
• Boyd,
M.
(Revise and Resubmit October
2007 at Research
in the Teaching
of
English rte
ms 07-19)
Conflicting Lesson
Agendas.
•Boyd,
M. & Kneller, S. (Revise and resubmit
April 2007, Reading
Teacher IRA-RT-2008-01-0024).
Crocheting and Classroom Community.
• Boyd,
M.
(under review). Make
room
at the
table
for Karen Bromley,
CRA President 2005-2006. CRA
handbook The
College
Reading Association
Legacy:
A
celebration of
50
years
of literacy leadership.
Book Proposal Submitted
for Publication:
•Boyd,
M. & Galda,
L. (under contract)
Real talk: Effective
oral language
practice in elementary
school. Guilford Press. Anticipated
publication 2010.
Works in Progress:
•Vocabulary
in
Context
and Conversation
•Student
Led Meaning Making The elephant context:
A methodology for classroom research
•Building
a literate community: A study of a third
grade classroom
•The
relationship between contingent questioning
and extended student talk
•Read
alouds
and student
talk across contexts
Awards:
• Dean’s
Research
Semester (Binghamton
University,
Spring 2008)
• Excellence
in
Teaching
Award
for
Use
of Research
in
Teaching
(SUNY
Cortland,
2006)
• Excellence
in
Teaching Award
for
Use
of
Non-technological
Innovations
in Teaching (SUNY
Cortland,
2005)
• Ramon
Veal
Outstanding
Research
Award
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