Difference between revisions of "Pillet-Shore2016"

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|Key=Pillet-Shore2016
 
|Key=Pillet-Shore2016
 
|Year=2016
 
|Year=2016
 +
|Language=English
 
|Journal=Language in Society
 
|Journal=Language in Society
 
|Volume=45
 
|Volume=45
|Pages=33-58
+
|Number=1
|URL=http://journals.cambridge.org/action/displayFulltext?type=1&pdftype=1&fid=10191432&jid=LSY&volumeId=45&issueId=01&aid=10191427
+
|Pages=33–58
 +
|URL=https://www.cambridge.org/core/journals/language-in-society/article/criticizing-anothers-child-how-teachers-evaluate-students-during-parentteacher-conferences/93BF3C0E7A9C4A65D3D465A49DBF1CD3
 
|DOI=10.1017/S0047404515000809
 
|DOI=10.1017/S0047404515000809
|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
+
|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.
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.
 
 
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Latest revision as of 10:37, 25 December 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 English
City
Month
Journal Language in Society
Volume 45
Number 1
Pages 33–58
URL Link
DOI 10.1017/S0047404515000809
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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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