Dr. Chloe Bolyard


Childhood Ed and Family Studies

Role: Faculty
Campus: Springfield

Postal mail

Missouri State University
Childhood Ed and Family Studies
901 S. National Ave.
Springfield, MO 65897



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


  • 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

Research and professional interests

  • Anti-bias teaching and curriculum
  • Curriculum studies
  • Pre-service and in-service teacher efficacy
  • Teacher accountability

Awards and honors

  • 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


  • Davis, T. R., Bolyard, C. S., Zhang, S.-J., Livers, S. D., Sydnor, J. , & Daley, S. (2019). A multi-teacher preparation program study of elementary teacher candidates’ self-efficacy: Analysis of participant characteristics and implications for teacher educators. The Teacher Educator, 54(3), 313-330. doi: 10.1080/08878730.2019.1615161
  • Bolyard, C. (2019). “They’re so little and yet they’re being expected to know so much”: A kindergarten teacher’s narrative of teaching in an accountability era. Currere Exchange Journal, 3(1), 31-41.
  • Bolyard, C. (2016). Paradox and possibility: Interacting with Slavin’s (1983) Cooperative Learning. Book chapter in T. Poetter, K. Waldrop, C. Bolyard, & V. Bell-Robinson (Eds.), Curriculum Windows: What Curriculum Theorists of the 1980s Can Teach Us About Schools and Society Today. Charlotte, NC: Information Age Publishing, Inc.
  • Bolyard, C. (2015). Test-based teacher evaluations: Accountability vs. Responsibility. Philosophical Studies in Education (46), 73-82. Retrieved from http://files.eric.ed.gov/fulltext/EJ1076457.pdf

Additional resources

Media appearances

Ungrading: Shifting The Classroom Focus Back to Learning
MSU University Communications
Dr. Chloe Bolyard shares about her experience using ungrading in her classroom.

Letting Students Grade Themselves, MSU Professor Looks to Humanize Learning
KSMU Radio
Dr. Chloe Bolyard is trying to humanize education with a new technique she says is helping students learn better.

Missouri State Professor Focuses on Feedback Instead of Grades
Ozarks First

Elementary Education Continues to Evolve
KSMU Radio