Assessments in Transition: Coordinating Participation Framework Transition in Institutional Settings

Research output: Chapter in Book/Report/Conference proceedingChapter

Standard

Assessments in Transition: Coordinating Participation Framework Transition in Institutional Settings. / Reed, Darren James.

Embodied Activities in Face-to-face and Mediated Settings: Social En- counters in Time and Space . ed. / Elisabeth Reber; Nele Gerhardt. Palgrave Macmillan, 2018.

Research output: Chapter in Book/Report/Conference proceedingChapter

Harvard

Reed, DJ 2018, Assessments in Transition: Coordinating Participation Framework Transition in Institutional Settings. in E Reber & N Gerhardt (eds), Embodied Activities in Face-to-face and Mediated Settings: Social En- counters in Time and Space . Palgrave Macmillan.

APA

Reed, D. J. (Accepted/In press). Assessments in Transition: Coordinating Participation Framework Transition in Institutional Settings. In E. Reber, & N. Gerhardt (Eds.), Embodied Activities in Face-to-face and Mediated Settings: Social En- counters in Time and Space Palgrave Macmillan.

Vancouver

Reed DJ. Assessments in Transition: Coordinating Participation Framework Transition in Institutional Settings. In Reber E, Gerhardt N, editors, Embodied Activities in Face-to-face and Mediated Settings: Social En- counters in Time and Space . Palgrave Macmillan. 2018

Author

Reed, Darren James. / Assessments in Transition: Coordinating Participation Framework Transition in Institutional Settings. Embodied Activities in Face-to-face and Mediated Settings: Social En- counters in Time and Space . editor / Elisabeth Reber ; Nele Gerhardt. Palgrave Macmillan, 2018.

Bibtex - Download

@inbook{8682e0e746024c1f83d2a760592ef978,
title = "Assessments in Transition: Coordinating Participation Framework Transition in Institutional Settings",
abstract = "This chapter explores the notion of the interactional project (Robinson 2003) as a series of component activities. The setting investigated is the music masterclass, a form of music coaching that involves a professional, single or multiple pupils, an audience, and sometimes an accompanist. Music masterclasses shift between two participation frameworks: the first oriented to the accomplishment of performance, the second to instruction-in-interaction. Each is characterised by attendant participation rights and responsibilities. The chapter will detail the overall structural organization (Robinson 2012) by presenting the component parts of the masterclass and will undertake a conversation analytic investigation of how participants manage transitions between the two participation frameworks, with a particular focus on the move between initial performance and instruction. ",
author = "Reed, {Darren James}",
year = "2018",
language = "English",
editor = "Elisabeth Reber and Nele Gerhardt",
booktitle = "Embodied Activities in Face-to-face and Mediated Settings: Social En- counters in Time and Space",
publisher = "Palgrave Macmillan",

}

RIS (suitable for import to EndNote) - Download

TY - CHAP

T1 - Assessments in Transition: Coordinating Participation Framework Transition in Institutional Settings

AU - Reed, Darren James

PY - 2018

Y1 - 2018

N2 - This chapter explores the notion of the interactional project (Robinson 2003) as a series of component activities. The setting investigated is the music masterclass, a form of music coaching that involves a professional, single or multiple pupils, an audience, and sometimes an accompanist. Music masterclasses shift between two participation frameworks: the first oriented to the accomplishment of performance, the second to instruction-in-interaction. Each is characterised by attendant participation rights and responsibilities. The chapter will detail the overall structural organization (Robinson 2012) by presenting the component parts of the masterclass and will undertake a conversation analytic investigation of how participants manage transitions between the two participation frameworks, with a particular focus on the move between initial performance and instruction.

AB - This chapter explores the notion of the interactional project (Robinson 2003) as a series of component activities. The setting investigated is the music masterclass, a form of music coaching that involves a professional, single or multiple pupils, an audience, and sometimes an accompanist. Music masterclasses shift between two participation frameworks: the first oriented to the accomplishment of performance, the second to instruction-in-interaction. Each is characterised by attendant participation rights and responsibilities. The chapter will detail the overall structural organization (Robinson 2012) by presenting the component parts of the masterclass and will undertake a conversation analytic investigation of how participants manage transitions between the two participation frameworks, with a particular focus on the move between initial performance and instruction.

M3 - Chapter

BT - Embodied Activities in Face-to-face and Mediated Settings: Social En- counters in Time and Space

A2 - Reber, Elisabeth

A2 - Gerhardt, Nele

PB - Palgrave Macmillan

ER -