Difference between revisions of "Pillet-Shore2016"
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|Author(s)=Danielle Pillet-Shore; | |Author(s)=Danielle Pillet-Shore; | ||
|Title=Criticizing another’s child: How teachers evaluate students during parent-teacher conferences | |Title=Criticizing another’s child: How teachers evaluate students during parent-teacher conferences | ||
| − | |Tag(s)=EMCA; Institutional interaction | + | |Tag(s)=EMCA; Institutional interaction; conversation analysis; evaluating students; assessments; preference organization; delicates; laughter; parent-teacher conferences; criticism; praise |
|Key=Pillet-Shore2016 | |Key=Pillet-Shore2016 | ||
|Year=2016 | |Year=2016 | ||
Revision as of 03:50, 7 May 2019
| Pillet-Shore2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Pillet-Shore2016 |
| Author(s) | Danielle Pillet-Shore |
| Title | Criticizing another’s child: How teachers evaluate students during parent-teacher conferences |
| Editor(s) | |
| Tag(s) | EMCA, Institutional interaction, conversation analysis, evaluating students, assessments, preference organization, delicates, laughter, parent-teacher conferences, criticism, praise |
| Publisher | |
| Year | 2016 |
| Language | |
| City | |
| Month | |
| Journal | Language in Society |
| Volume | 45 |
| Number | |
| Pages | 33-58 |
| URL | Link |
| DOI | 10.1017/S0047404515000809 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
As the principal occasion for establishing cooperation between family and school, the parent-teacher conference is crucial to the social and educational lives of children. But there is a problem: reports of parent-teacher conflict pervade extant literature. Previous studies do not, however, explain how conflict emerges in real time or how conflict is often avoided during conferences. This article examines a diverse corpus of video-recorded naturally occurring conferences to elucidate a structural preference organization operative during parent-teacher interaction that enables participants to forestall conflict. Focusing on teachers’ conduct around student-praise and student-criticism, this investigation demonstrates that teachers do extra interactional work when articulating student-criticism. This research explicates two of teachers’ most regular actions constituting this extrawork: obfuscating responsibility for student-troubles by omitting explicit reference to the student, and routinizing student-troubles by invoking other comparable cases of that same trouble. Analysis illuminates teachers’ work to maintain solidarity with students, and thus parents.
Notes
