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  • 1.
    Arnwald , Johanna
    et al.
    Södertörn University College, Lärarutbildningen.
    Lifvergren, Sara
    Södertörn University College, Lärarutbildningen.
    Glidande roller och tabubelagda ämnen: Om eleven som samtalsledare, nyheter i förälderns roll och problemhantering i elevledda utvecklingssamtal2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to get an insight in the practice of student led parent-teacher conferences. The purpose is also to reproduce an extensive picture of this practice. Our study takes off from the following questions at issue:

    • What distinguishes the students’ role as the “leader of the conversation” in a student ledparent-teacher conference and how does the student handle this role?

    • What distinguishes the parents’ role in a student led parent-teacher conference and howdoes the parents’ handle this role?

    • How are discussions about problems handled?

    The method we have used is to listen and transcribe parts of our material, which contains recorded student led parent-teacher conferences, which we have found interesting and relevant to this study. The model for the analysis that we have used is fallanalys. Our model for the analysis and apply analysis to theory, is Conversation Analysis.

    Our result shows that the student rarely is allowed to completely act as the leader of the conversation without parents and/or teachers intruding, which sometimes leads to the student defending his or her leadership role. It also occurs that the student gets its role as the leader of the conversation established and re-established by the teacher. The role as the leader of theconversation is sometimes very much connected to a manuscript where the student takes on the role of a speaker and recites out loud. In some cases, our result shows that the student abdicates from his or her leadership role in the conversation. Our result also shows that the parents’ task of formulating goals and writing them down, as mandated by the student, contains a certain amount of insecurity. We have found that the teacher sometimes take over this assignment from the parents. Writing, as a part of the parents’ new role, is often in focus during the conversations. Some parents also wish, or partly wish, to have the teacher attending throughout the conference. The parents’ ascribe to interpret the written word, which in some cases lead to misunderstanding. Some parents still consider themselves to represent the home and act “legal representative” for the child, even though it is conceivable that this should be absent as part of a student lead parent-teacher conference.Even though all students have the right to at positive conversation does our result show that talk about problems and criticism appears frequently. We have in our material not even once found indications on that a åtgärdssamtal will and should be established.

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  • modern-language-association-8th-edition
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  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
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