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 3 Teacher allocation decisions for speaking turns and tasks depending on student levels of domain-specific prior knowledge

Variable	Teacher calls on student with hand raised			Cold call			Teacher’s deep-reasoning question
Variable	b	s.e._b	β	b	s.e._b	β	b	s.e._b	β
Step 1
Constant	2.57**	0.59		2.69**	0.37		2.04**	0.38
AAD	1.14	0.59	0.27^†	0.95	0.37	0.35*	0.70	0.39	0.25^†
R² (F, p)	0.073 (3.717, p = 0.06)			0.125 (6.685, p = 0.013)			0.064 (3.232, p = 0.079)
Step 2
Constant	5.48*	2.31		2.45	1.47		4.12**	1.51
AAD	0.77	0.65	0.18	0.98	0.41	0.36*	0.43	0.43	0.16
Gender	−1.76	1.35	−0.20	0.15	0.86	0.03	−1.26	0.88	−0.22
R²	0.106			0.125			0.104
ΔR² (ΔF, p)	0.033 (1.694, p = 0.20)			<0.001 (0.03, p = 0.863)			0.04 (2.021, p = 0.162)