Pillet-Shore2015b
Pillet-Shore2015b | |
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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 |
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Year | 2015 |
Language | English |
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Journal | Journal of Communication |
Volume | 65 |
Number | 2 |
Pages | 373–395 |
URL | Link |
DOI | 10.1111/jcom.12146 |
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Institution | |
School | |
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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.
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