Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study

Empirical Research in Vocational Education and Training

Table 1 Descriptors and frequencies of verbal interactions during classroom dialogue

Category		Min. p.p.	Max. p.p.	Mean p.p.	SD p.p.	AF	ICC₃
Coordinating gestures
Student raises hand or calls out (CG:SHS)		0	42	5.59	9.33	274	0.989
Teacher calls on a student with hand raised (CG:TC)		0	19	2.57	4.21	126	1.0
Cold call (on a non-volunteering student) (CG:TCC)		0	11	2.69	2.69	132	1.0
Quality of verbal interactions
Initiation of teacher	Low-order question, directed (I:TQ-LO)	0	12	2.06	2.47	101	0.972
Initiation of teacher	Deep-reasoning question, directed (I:TQ-DR)	0	12	2.04	2.75	100	0.977
Initiation of student	Lower-order question (I:SQ-LO)	0	2	0.18	0.49	9	0.919
Initiation of student	Deep reasoning question (I:SQ-DR)	0	3	0.12	0.48	6	1.0
Response of student	Lower-order answer (R:SA-LO)	0	19	3.14	3.82	154	0.974
Response of student	Elaborate answer (R:SA-E)	0	16	3.18	3.85	156	0.982
Follow-up of teacher	Affirmation (FU:Affirm)	0	13	2.41	2.93	118	0.924
	Rejection (FU:Reject)	0	4	0.33	0.72	16	1.0
	Reformulation (FU:Reform)	0	2	0.12	0.44	6	^a
	Affirmation/correction cum direct instruction (FU:DI)	0	11	1.88	2.53	92	0.964
	Prompt (FU:Prompt)	0	5	0.98	1.23	48	0.948
	Responsive questioning (FU:RQ)	0	4	0.39	0.84	19	0.961

N = 49. Intraclass correlation coefficients (ICC₃) calculated by two-way mixed models and reported as average values. \({\text{ICC}}_{ 3} = \left( {\sigma_{\alpha }^{2} - \sigma_{\varepsilon }^{ 2} } \right)/\sigma_{\alpha }^{2}\), with α = variance between observations and ε = error variance
p.p. per person, reported as average values, AF absolute frequency in the sample
^aFU:Reform did not occur during the three double-coded lessons