Difference between revisions of "Pillet-Shore2016"
SaulAlbert (talk | contribs) |
AndreiKorbut (talk | contribs) |
||
| Line 6: | Line 6: | ||
|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= | + | |Number=1 |
| − | |URL= | + | |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. | ||
}} | }} | ||
Latest revision as of 09:37, 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 | |
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
