Maureen P Boyd
Dados Biográficos
| ID | 1584614 |
|---|---|
| NOME | Maureen P Boyd |
| PRENOMES | Maureen P |
| SOBRENOME | Boyd |
| ASSINATURA | BOYD M P |
| AFILIAÇÕES | University at Buffalo, State University of New York |
| ORCID | 0000-0001-9437-4078 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Deciding who we are
Classroom communities are shared, value-laden, relational time-spaces. One way a classroom community makes explicit and cultivates its values and sought-after ways of interacting is through classroom rules or agreements. What they consist of, and how they are agreed upon, taken up and/or imposed communicates who and what is valued. While some classroom commuities co-author rules, they have typically focused on classroom management and student beh…
Dialogic space
Communicating in dialogic space in our classrooms prepares us to participate in a democratic, inclusive, and civil society. Dialogic space is that elusive shared space of possibilities that exists among participants as we commit to engaging in ways that new knowledge can be created, presented, questioned, and developed as interpretations of our realities are in conversation with those of others. We agree to be open, yet remain in dialogue, and to…
Creating dialogic space around purposeful selection for reading and teaching diverse children's literature
Diverse children's literature can support understandings of our world as culturally, linguistically, and socially rich. It can cultivate empathy and understanding, and open a dialogic space of possibilities. In this article, we examine how purposefully selected children's literature prepares needed conditions for dialogic space: difference in what is already known, and what is presented; multiplicity of many and other ways of interpreting and con…
When anybody speaks, we all need to be involved
This article discusses classroom conditions that support the co-creation of dialogic space—where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this classroom community was committed to practicing behaviors that support the likelihood of dialogic spac…
Teacher talk that supports student thinking and talking together
Student uptake of whole class instructional talking points in their writing
Responsive and responsible teacher telling
This study of whole class minilesson talk adds to the literature on how teacher talk shapes student involvement with learning. Minilesson talk is commonly associated with monologic, authoritative teacher telling – but there are few empirical studies of minilesson talk. Our systematic examination of the types of talk within and across the 14 minilessons of a Writing Workshop instructional unit found that about three quarters of the time types of t…
Reasoning Words as Linguistic Features of Exploratory Talk
Reasoning words are linguistic features associated with classroom exploratory talk as students talk-to-learn, explore ideas, and probe each other's thinking. This study extends established research on use of reasoning words to a fourth- to fifth-grade literature-based English language learning context. We examined frequency and patterning of teacher and student use of reasoning words within and across two lessons purposefully selected to elucidat…
Dialogic Teaching and Dialogic Stance
While there is consensus that dialogic teaching should involve a repertoire of teaching and learning talk patterns and approaches, authorities who enjoin teachers to engage in dialogic teaching generally characterize classroom dialogue in terms of surface features such as open questions. But dialogic teaching is not defined by discourse structure so much as by discourse function. When teachers adopt a dialogic instructional stance, they treat dia…
Dialogic teaching
We consider what it means to be a dialogic teacher as characterized by Paulo Freire and Robin Alexander, and utilizing discourse analysis, we explicate how one elementary teacher's talk reflects these characteristics. We provide context for and analysis of a seven-minute discussion selected as a cumulative achievement the focal nine-year-olds are capable of after a year's exposure to dialogic teaching. These students explored many authors’ stereo…
Elaborated Student Talk in an Elementary EsoL Classroom
Examines the discourse in an English as a second or other language (ESoL) classroom in a best-case scenario that contrasted dramatically with more typical school settings. Samples student critical turns (SCTs) across a six-week literature-rich science unit. Shows that the teacher played a crucial role in extended dialogue among students
When anybody speaks, we all need to be involved
This article discusses classroom conditions that support the co-creation of dialogic space—where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this classroom community was committed to practicing behaviors that support the likelihood of dialogic spac…
Dialogic space
Communicating in dialogic space in our classrooms prepares us to participate in a democratic, inclusive, and civil society. Dialogic space is that elusive shared space of possibilities that exists among participants as we commit to engaging in ways that new knowledge can be created, presented, questioned, and developed as interpretations of our realities are in conversation with those of others. We agree to be open, yet remain in dialogue, and to…
Reasoning Words as Linguistic Features of Exploratory Talk
Reasoning words are linguistic features associated with classroom exploratory talk as students talk-to-learn, explore ideas, and probe each other's thinking. This study extends established research on use of reasoning words to a fourth- to fifth-grade literature-based English language learning context. We examined frequency and patterning of teacher and student use of reasoning words within and across two lessons purposefully selected to elucidat…
Creating dialogic space around purposeful selection for reading and teaching diverse children's literature
Diverse children's literature can support understandings of our world as culturally, linguistically, and socially rich. It can cultivate empathy and understanding, and open a dialogic space of possibilities. In this article, we examine how purposefully selected children's literature prepares needed conditions for dialogic space: difference in what is already known, and what is presented; multiplicity of many and other ways of interpreting and con…
Responsive and responsible teacher telling
This study of whole class minilesson talk adds to the literature on how teacher talk shapes student involvement with learning. Minilesson talk is commonly associated with monologic, authoritative teacher telling – but there are few empirical studies of minilesson talk. Our systematic examination of the types of talk within and across the 14 minilessons of a Writing Workshop instructional unit found that about three quarters of the time types of t…
Elaborated Student Talk in an Elementary EsoL Classroom
Examines the discourse in an English as a second or other language (ESoL) classroom in a best-case scenario that contrasted dramatically with more typical school settings. Samples student critical turns (SCTs) across a six-week literature-rich science unit. Shows that the teacher played a crucial role in extended dialogue among students
Dialogic teaching
We consider what it means to be a dialogic teacher as characterized by Paulo Freire and Robin Alexander, and utilizing discourse analysis, we explicate how one elementary teacher's talk reflects these characteristics. We provide context for and analysis of a seven-minute discussion selected as a cumulative achievement the focal nine-year-olds are capable of after a year's exposure to dialogic teaching. These students explored many authors’ stereo…
Dialogic Teaching and Dialogic Stance
While there is consensus that dialogic teaching should involve a repertoire of teaching and learning talk patterns and approaches, authorities who enjoin teachers to engage in dialogic teaching generally characterize classroom dialogue in terms of surface features such as open questions. But dialogic teaching is not defined by discourse structure so much as by discourse function. When teachers adopt a dialogic instructional stance, they treat dia…
Reasoning Words as Linguistic Features of Exploratory Talk
Reasoning words are linguistic features associated with classroom exploratory talk as students talk-to-learn, explore ideas, and probe each other's thinking. This study extends established research on use of reasoning words to a fourth- to fifth-grade literature-based English language learning context. We examined frequency and patterning of teacher and student use of reasoning words within and across two lessons purposefully selected to elucidat…
Responsive and responsible teacher telling
This study of whole class minilesson talk adds to the literature on how teacher talk shapes student involvement with learning. Minilesson talk is commonly associated with monologic, authoritative teacher telling – but there are few empirical studies of minilesson talk. Our systematic examination of the types of talk within and across the 14 minilessons of a Writing Workshop instructional unit found that about three quarters of the time types of t…
Student uptake of whole class instructional talking points in their writing
Teacher talk that supports student thinking and talking together
Dialogic space
Communicating in dialogic space in our classrooms prepares us to participate in a democratic, inclusive, and civil society. Dialogic space is that elusive shared space of possibilities that exists among participants as we commit to engaging in ways that new knowledge can be created, presented, questioned, and developed as interpretations of our realities are in conversation with those of others. We agree to be open, yet remain in dialogue, and to…
Creating dialogic space around purposeful selection for reading and teaching diverse children's literature
Diverse children's literature can support understandings of our world as culturally, linguistically, and socially rich. It can cultivate empathy and understanding, and open a dialogic space of possibilities. In this article, we examine how purposefully selected children's literature prepares needed conditions for dialogic space: difference in what is already known, and what is presented; multiplicity of many and other ways of interpreting and con…
When anybody speaks, we all need to be involved
This article discusses classroom conditions that support the co-creation of dialogic space—where our different ideas and perspectives are in conversation with others such that we might take in what other people are saying and be open to it affecting our thinking. Drawing on ethnographic case study data, we provide context to illustrate ways this classroom community was committed to practicing behaviors that support the likelihood of dialogic spac…
Deciding who we are
Classroom communities are shared, value-laden, relational time-spaces. One way a classroom community makes explicit and cultivates its values and sought-after ways of interacting is through classroom rules or agreements. What they consist of, and how they are agreed upon, taken up and/or imposed communicates who and what is valued. While some classroom commuities co-author rules, they have typically focused on classroom management and student beh…
Psychology (11 obras) · Pedagogy (10 obras) · Linguistics (9 obras) · Mathematics education (9 obras) · Sociology (9 obras) · Dialogic (8 obras) · EFL/ESL Teaching and Learning (6 obras) · Computer Science (5 obras) · Teaching method (4 obras) · Innovative Teaching and Learning Methods (3 obras)