Difference between revisions of "Pillet-Shore2015b"
SaulAlbert (talk | contribs) (BibTeX auto import 2017-06-05 02:46:30) |
SaulAlbert (talk | contribs) |
||
| Line 1: | Line 1: | ||
{{BibEntry | {{BibEntry | ||
| + | |BibType=ARTICLE | ||
| + | |Author(s)=Danielle Pillet-Shore; | ||
| + | |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 | ||
|Key=Pillet-Shore2015b | |Key=Pillet-Shore2015b | ||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
|Publisher=Wiley Subscription Services, Inc. | |Publisher=Wiley Subscription Services, Inc. | ||
|Year=2015 | |Year=2015 | ||
Revision as of 13:31, 17 June 2017
| 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 | Wiley Subscription Services, Inc. |
| Year | 2015 |
| Language | |
| 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
