Classroom management in vocational schools – A multilevel analysis of class context, class composition, and classroom management
Bibliographic Data
| ID | 22416174 |
|---|---|
| Authors | Sylvia Rahn (0000-0002-9007-2483, University of Wuppertal, corresponding author), Christoph Fuhrmann (0000-0003-4436-4730, University of Wuppertal), Anna Shevchuk (0000-0003-0391-6340, University of Freiburg), Sabine Glock (0000-0003-1678-2337, University of Wuppertal) |
| Year | 2026 |
| Volume | 181 |
| Pages | 105728 |
| Publication date | 2026-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2026.105728 |
| OpenAlex | W7168245007 |
| Language | EN |
| References cited | 37 |
Given the lack of studies on the topic of classroom management in vocational schools, we used student ratings to analyze the factors that contribute to effective classroom management in vocational schools. We considered the relationships between class context, class composition, and classroom management in predicting undisrupted lessons and active learning time. Using a well-established model, we surveyed 3221 students from 215 classes across various courses in vocational schools. Multilevel regression analyses showed that one criterion of effective classroom management (i.e., undisrupted lessons) is associated with the proportion of male and immigration-background students in the class and the class context (i.e., the type of course). Overall, the findings suggest that classroom management processes are more important for effective classroom management than class composition or class context, even in vocational school settings.
Classroom management · Flipped Classroom · Multilevel model · Vocational education · Educational Management and Quality · Educational Theory and Curriculum Studies · Teacher Education and Leadership Studies
Construct Meaning in Multilevel Settings
Classroom Climate and Contextual Effects
Student and teacher ratings of instructional quality
Quantifying explained variance in multilevel models
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
Vocational teachers’ classroom management style
The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes
Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality
Common Method Bias
Perceptions of Asian-American and Hispanic-American teachers and their students on teacher interpersonal communication style
Teachers’ practical knowledge about classroom management in multicultural classrooms
Measurement invariance conventions and reporting
Developmental trajectories of childhood disruptive behaviors and adolescent delinquency
Classroom Management
| Highly cited | No |
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