Biography

Fenice Boyd is Chair and Professor in the Department of Teacher Education (ITE), in the College of Education at the University of South Carolina. Her scholarship, teaching, and service centers on diversity- writ large-as related to students' ethnic, cultural and linguistic backgrounds, academic abilities and potentials, instructional approaches and curriculum. Prof. Boyd has published three co-authored and two co-edited books, as well as numerous articles and book chapters. Professor Boyd began her career as a teacher of middle school students. Throughout her career in higher education she has taught undergraduate and graduate students.

Education

• Certificate - HERS Leadership Institute
• Ph.D. - Michigan State University, Curriculum, Teaching, and Educational Policy
• M.S. - North Carolina A & T State University, Reading Education
• B.S. - North Carolina A & T State University, Music Education

Selected Honors and Awards

• Invited Scholar, Griffith University, Brisbane, Queensland, 2018
• Invited Scholar, University of Wyoming, 2018
• Distinguished Professor, Graduate Student Association, Graduate School of Education, University at Buffalo, 2017
• Recipient, 2016 Albert J. Kingston Award, Literacy Research Association
• Recipient, 2016 Virginia Hamilton Essay Honor Award
• Recipient, 2016 STAR Award, Graduate School of Education, University at Buffalo
• Recipient, 2015 Visiting Distinguished Researcher Award, University of South Australia, Adelaide

Selected Publications

Books

McVee, M. B., Shanahan, L. E., Hayden, H. E., Boyd, F. B., & Pearson, P. D., with Reichenberg, J. (2018). Video pedagogy in action: Critical reflective inquiry using the gradual release of responsibility model. New York: Routledge.

McVee, M. B., & Boyd, F. B. (2016). Exploring diversity through multimodality, narrative, and dialogue: A framework for teacher reflection. New York: Routledge. http://www.routledge.com/books/details/9781138901070/

Sturtevant, E., Boyd, F. B., Brozo, W. G., Hinchman, K., Moore, D. W., & Alvermann, D. E., (2006). Principled practices for adolescent literacy: A framework for instruction and policy. Mahwah, NJ:  Lawrence Erlbaum Associates.
https://www.routledge.com/p/book/9780805851137

Boyd, F. B., & Brock, C. H. (Eds.) (2015). Social diversity within multiliteracies: Complexity in teaching and learning. New York: Routledge. (Nominated for the LRA Edward Fry Book Award for outstanding contributions to literacy research and practice, 2016 and 2017) https://www.routledge.com/p/book/9781138021983/

Boyd, F. B. & Brock, C. H. (Eds.) (2004). Multicultural and multilingual literacy and language: Contexts and practices. New York: The Guilford Press. (Nominated for the NRC Edward Fry Book Award for outstanding contributions to literacy research and practice, 2005 and 2006)

 

Articles and Book Chapters

Stahl, G., Brock, C. H., Young, J., Caldwell, D., Sharplin, E., & Boyd, F. B. (2019). Dispositions toward diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community. Pedagogy, Culture & Society,
DOI: 10.1080/14681366.2019.1665090.

Reichenberg, J. S., & Boyd, F. B. (2019). The functions of consonance and dissonance in the dialogue of secondary-level literacy coaching. Teacher Development, 23(1), 83-100, DOI: 10.1080/13664530.2018.1518848.

Boyd, F. B., Ridgeway, M. L., & Nyachae, T. M. (2018). “Is there lead in my water?”: Employing a culturally compelling instructional perspective to teach for change. Multicultural Learning and Teaching, 14(1), pp. Retrieved 1 October, 2019. DOI: 1515/mlt-2017-0025.

Hinchman, K. A., & Boyd, F. B. (2015). Culturally compelling genre teaching: Inviting all learners to understand and use genre knowledge. In P. R. Schmidt & A. Lazar (Eds.), 2^nd edition, Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism (pp. 261–278). Charlotte, NC: Information Age Publishing, Inc.

Brock, C. H., Boyd, F. B., & Caldwell, D. (2015). Book Club: A view from Mrs. Nguyen’s grade four classroom. Practical Literacy: The Early and Primary Years, 20(3), 5–8.

Boyd, F. B., Causey, L. L., & Galda, L. (2015). Culturally diverse literature: Enriching variety in an era of common core state standards. The Reading Teacher, 68(5), 376–385. doi: 10.1002/trtr.1326 (2016 Virginia Hamilton Essay Award Honor Citation).

 

Grants (funded)

Boyd, F. B. (PI), Ciphrah, R., & Ellis, J. H. (Co-PIs). Enacting and Researching Culturally Sustaining STEM Pedagogies Across Informal Settings in Gullah/Geechee Communities in the Southeastern United States. National Science Foundation, 2020-2022. (funded) $300,000.

Boyd, F. B. (PI) & McLaughlin, J. S. (Co-PI) (2016–2017). A Randomized Experiment on Financial Literacy Education: Youth Gaining Economic Equity Knowledge (Y-GEEK). A seed grant from the University at Buffalo, Graduate School of Education, MEGAS program, August 2016–June 2017. (funded) $10,000.

Daun-Barnett, N. (PI), Boyd, F. B., Cantaffa, D. T, & Tosado II, L. A. (Co-PIs), University at Buffalo College Success Initiative, GEAR UP State Sub-Grant, Higher Education Services Corporation (HESC), March 2015–August, 2020. (funded) $2,354,000.00.

Boyd, F. B. (PI), Miller, S., Chiu, M. M., et al (Co-PIs). (2012). Buffalo Partnership Project: Professional Development for Teachers across the Disciplines to meet English Language Learners’ Needs and Achieve Common Core Learning Standards. A professional development grant from New York State Education Department (NYSED), September 2012–August 2015. (funded) $600,000.00.