Difference between revisions of "Pillet-Shore2015b"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Danielle Pillet-Shore; | |Author(s)=Danielle Pillet-Shore; | ||
| − | |Title=Being a | + | |Title=Being a “good parent” in parent–teacher conferences |
|Tag(s)=EMCA; Institutional Interaction; Parent–Teacher Conferences; Epistemics; Criticism; Student Troubles; Preference Organization; Self-Presentation; Parent Involvement; Competence; delicates; laughter | |Tag(s)=EMCA; Institutional Interaction; Parent–Teacher Conferences; Epistemics; Criticism; Student Troubles; Preference Organization; Self-Presentation; Parent Involvement; Competence; delicates; laughter | ||
|Key=Pillet-Shore2015b | |Key=Pillet-Shore2015b | ||
| − | |||
|Year=2015 | |Year=2015 | ||
| + | |Language=English | ||
|Journal=Journal of Communication | |Journal=Journal of Communication | ||
|Volume=65 | |Volume=65 | ||
|Number=2 | |Number=2 | ||
|Pages=373–395 | |Pages=373–395 | ||
| − | |URL= | + | |URL=https://academic.oup.com/joc/article-abstract/65/2/373/4082355 |
|DOI=10.1111/jcom.12146 | |DOI=10.1111/jcom.12146 | ||
|Abstract=This research advances our understanding of what constitutes a “good parent” in the course of actual social interaction. Examining video-recorded naturally occurring parent–teacher conferences, this article shows that, while teachers deliver student-praising utterances, parents may display that they are gaining knowledge; but when teachers' actions adumbrate student-criticizing utterances, parents systematically display prior knowledge. This article elucidates the details of how teachers and parents tacitly collaborate to enable parents to express student-troubles first, demonstrating that parents display competence—appropriate involvement with children's schooling—by asserting their prior knowledge of, and/or claiming/describing their efforts to remedy, student-troubles. People (have to) display competence generically in interaction. By explicating how parents display competence, this article offers insights for several areas of communication research. | |Abstract=This research advances our understanding of what constitutes a “good parent” in the course of actual social interaction. Examining video-recorded naturally occurring parent–teacher conferences, this article shows that, while teachers deliver student-praising utterances, parents may display that they are gaining knowledge; but when teachers' actions adumbrate student-criticizing utterances, parents systematically display prior knowledge. This article elucidates the details of how teachers and parents tacitly collaborate to enable parents to express student-troubles first, demonstrating that parents display competence—appropriate involvement with children's schooling—by asserting their prior knowledge of, and/or claiming/describing their efforts to remedy, student-troubles. People (have to) display competence generically in interaction. By explicating how parents display competence, this article offers insights for several areas of communication research. | ||
}} | }} | ||
Latest revision as of 01:23, 15 December 2019
| Pillet-Shore2015b | |
|---|---|
| BibType | ARTICLE |
| Key | Pillet-Shore2015b |
| Author(s) | Danielle Pillet-Shore |
| Title | Being a “good parent” in parent–teacher conferences |
| Editor(s) | |
| Tag(s) | EMCA, Institutional Interaction, Parent–Teacher Conferences, Epistemics, Criticism, Student Troubles, Preference Organization, Self-Presentation, Parent Involvement, Competence, delicates, laughter |
| Publisher | |
| Year | 2015 |
| Language | English |
| City | |
| Month | |
| Journal | Journal of Communication |
| Volume | 65 |
| Number | 2 |
| Pages | 373–395 |
| URL | Link |
| DOI | 10.1111/jcom.12146 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This research advances our understanding of what constitutes a “good parent” in the course of actual social interaction. Examining video-recorded naturally occurring parent–teacher conferences, this article shows that, while teachers deliver student-praising utterances, parents may display that they are gaining knowledge; but when teachers' actions adumbrate student-criticizing utterances, parents systematically display prior knowledge. This article elucidates the details of how teachers and parents tacitly collaborate to enable parents to express student-troubles first, demonstrating that parents display competence—appropriate involvement with children's schooling—by asserting their prior knowledge of, and/or claiming/describing their efforts to remedy, student-troubles. People (have to) display competence generically in interaction. By explicating how parents display competence, this article offers insights for several areas of communication research.
Notes
