The cultural and emotional politics of teacher–parent interactions.

By S. Lasky. 2000

256 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/201db69000d352c616f7b5ff71b13a98a83beb27

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In Education

Citations in the corpus

Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “Indeed, it was not until the late 1990s that special attention was given to this topic – with a special issue edited by Nias (1996) and several articles on teacher emotions published by recognised scholars including Hargreaves (1998) and Lasky (2000).”
Because Wisdom Can’t Be Told (2012, background): “…boundaries are emotionally laden (Denzin, 1984), are an uncharted political and ethical territory to the novice teacher (Hargreaves, 2000; Lasky, 2000), and are layered in complexities that range from demographics to individual communication patterns (Lawrence-Lightfoot, 2003; Villegas,…”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “Also, perhaps the colleagues and parents were cooperative resulting in lack of such emotions (Erb, 2002; Lasky, 2000).”
Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching (2005, background): “…in the role of emotions in teaching (e.g. Jeffrey & Woods, 1996; Kelchtermans, 1996; Little, 1996, 2000; Nias, 1996; Hargreaves, 1998a, 1998b, 2000; Lasky, 2000; Schmidt, 2000; Day & Leitch, 2001; Zembylas, 2002a, 2002b) as a result of paying attention to the way teachers perceive, interpret and…”
Boundary Dynamics: Implications for Building Parent-School Partnerships (2009, background): “Educators see themselves as experts rather than equals, creating a hierarchical relationship with parents (Lasky, 2001; Smit et al., 2008).”
Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research (2003, background): “Researchers' heavy reliance on semistructured interviews and their in terest in broad aspects of teachers' lives (e.g., Erb, 2002; Hargreaves, 1998b, 2000; Lasky, 2000) resulted in a research focus on the emotional incidents that are salient enough to be recalled at some later time.”
Teachers’ emotions in the reconstruction of professional self-understanding (2008, unknown): “…emotions when they perceive an intrusion by parents or government officials into their classrooms (Adams, 2002; Blackmore, 1999; Golby, 1996; Hargreaves, 1998a, 1998b, 2000, 2001, 2004; Hargreaves & ASCD, 1997; Hargreaves et al., 2001; Jeffrey & Woods, 1996; Lasky, 2000; Woods & Jeffrey, 1998).”
ADHD, parent perspectives and parent–teacher relationships: grounds for conflict (2015, background): “There seems to be lack of shared vision between parents and teachers about what productive roles are, that Lasky (2000) calls an implicit, ‘unresolved terrain’ (p847).”
Parental Involvement and Educational Achievement (2005, background): “Obviously, such opinions and visions shape the manner and extent to which teachers and parents cooperate with each other (Lasky, 2000).”
Mentoring and the emotions (2004, background): “Lasky (2000) compares emotion to language: Although there is a common basis for language in all people, each culture has its own vocabulary, syntactic forms and meanings.”
Learning to Listen: Teaching an Active Listening Strategy to Preservice Education Professionals (2008, background): “, 1998; Lea, 2006), at present there are few empirically validated interventions to address the communication skills of education professionals (Lasky, 2000).”