Dr. Chloe Bolyard

Details

Education

• PhD, Educational Leadership: Leadership, Culture, and Curriculum, 2016, Miami University
• MEd, Educational Leadership, 2012, Evangel University
• BA, Elementary Education, 2008, Evangel University

Teaching

• ELE 410 Teaching and Learning in the Elementary Classroom
• ELE 510 The Reflective Practitioner
• ELE 710 Elementary School Curriculum
• ELE 711 Contemporary Issues in Elementary Curriculum
• ELE 720 Advanced Theory and Practice in Student Assessment and Evaluation
• ELE 722 Differentiated Instruction for Early Childhood, Elementary and Middle School Classrooms

Professional experience

Selected Publications

• Benedict-Chambers, A., & Bolyard, C. (2025). Anti-deficit framing and preservice teacher noticing for equity throughout a teacher education program. Teaching and Teacher Education, (160). https://doi.org/10.1016/j.tate.2025.105007
• Howard, A., Bolyard, C., & Finley, S. L. (2024). Deficit to asset thinking: An exploration of incorporating community cultural wealth on preservice teachers’ mindsets. Journal of Teaching and Learning, 18(2). https://jtl.uwindsor.ca/index.php/jtl/article/view/8806
• Bolyard, C., Howard, A., & Finley, S. L. (2024). Applying relational pedagogy in teacher education: Using the case method to analyze controversial issues. Journal of Educational Controversy, 16(1). https://cedar.wwu.edu/jec/vol16/iss1/6
• Bolyard, C., Baker, A. M., & Rudnick, D. L. (2022). Dilemmas in asynchronous multicultural teacher education from a relational pedagogy perspective. In Huffman, S., Cunningham, D., Shavers, M., & Adamson, R. (Eds.), Opening pathways for marginalized individuals in higher education (pp. 123-146). IGI Global.
• Bolyard, C., & Baker, A. M. (2021). “Diversity placements”: Supporting the development of socially just teachers or reinforcing negative stereotypes? Critical Questions in Education, 12(3), 189-216.
• Livers, S., Zhang, S., Davis, T., Bolyard, C., Daley, S., & Sydnor, J. (2021). Examining teacher preparation programs’ influence on elementary teacher candidates’ sense of preparedness. Teacher Education Quarterly, 48(3), 29-52.

Graduate Program Director

•  Master of Science in Education, Elementary Education

Research and professional interests

• Curriculum studies
• Teacher education
• Multicultural education
• Relational pedagogy
• Ungrading

Awards and honors

• Diversity, Equity, and Inclusion (DEI) Award (Nominee), Missouri Association of Colleges for Teacher Education (MACTE), 2024
• Outstanding Graduate Mentor (Nominee), The Graduate College, Missouri State University, 2024
• Teaching Excellence Award, Faculty Center for Teaching and Learning, Missouri State University, 2024
• Faculty Mentor, Maroon & White Honors Banquet for Student-Athletes, Missouri State University, 2022
• Faculty Mentor, Maroon & White Honors Banquet for Student-Athletes, Missouri State University, 2019
• Master Online Course Recognition Award (MOCRA): Best in Interaction, Missouri State University, 2019
• Master Online Course Recognition Award (MOCRA): Best in Assessment and Feedback, Missouri State University, 2019
• Outstanding Graduate Mentor (nomination), Missouri State University, 2019
• Diversity Scholar, Missouri State University, 2018
• Certified Distance Educator, Missouri State University, 2017
• Outstanding Dissertation (nomination), American Education Research Association (AERA) Division B (Curriculum), 2017
• Dissertation Scholar, Miami University, 2015-2016
• Outstanding Student Paper Award, Ohio Valley Philosophy of Education Conference, 2014

Additional resources

• Curriculum Vitae

Media Appearances