Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis
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| Title: | Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis |
|---|---|
| Language: | English |
| Authors: | Kristian Edosomwan, Miriam Sanders |
| Source: | Journal of Urban Mathematics Education. 2025 18(1):65-86. |
| Availability: | Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Teachers, Mathematics Teachers, Assignments, Teacher Attitudes, Teacher Characteristics, Rural Urban Differences, Self Efficacy, Teacher Responsibility, Longitudinal Studies, Expectation |
| Assessment and Survey Identifiers: | High School Longitudinal Study of 2009 (NCES) |
| Abstract: | Although teacher tracking in mathematics is a phenomenon broadly recognized by practitioners, there is a dearth of empirical research examining the effects of mathematics teacher tracking. Education reformers and experts declare a need to de-track secondary teachers to balance teaching assignments. This study examines factors relevant to teachers' disposition toward teaching assignments and, in turn, student assignments, such as collective responsibility and self-efficacy in relation to course assignments when controlling for other teacher characteristics. To account for the unique realities of teacher settings, researchers further examine the influence of urban compared to non-urban teacher locales on self-efficacy and collective responsibility. This analysis examines the public High School Longitudinal Study of 2009 (HSLS:09) mathematics teacher survey data (n=17,882) using a logistic regression analysis. Results indicate that mathematics teacher track assignment has a significant influence on self-efficacy and collective responsibility, whereas the locale of urban setting shows no significant difference in teacher self-efficacy and collective responsibility. Through the lens of Expectancy Value Theory (EVT), these results suggest that future researchers should further investigate the nature of the relationship between teachers' course assignments and self-efficacy, collective responsibility, and expectations for students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484298 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kristian+Edosomwan%22">Kristian Edosomwan</searchLink><br /><searchLink fieldCode="AR" term="%22Miriam+Sanders%22">Miriam Sanders</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Urban+Mathematics+Education%22"><i>Journal of Urban Mathematics Education</i></searchLink>. 2025 18(1):65-86. – Name: Avail Label: Availability Group: Avail Data: Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Assignments%22">Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Urban+Differences%22">Rural Urban Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22High+School+Longitudinal+Study+of+2009+%28NCES%29%22">High School Longitudinal Study of 2009 (NCES)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Although teacher tracking in mathematics is a phenomenon broadly recognized by practitioners, there is a dearth of empirical research examining the effects of mathematics teacher tracking. Education reformers and experts declare a need to de-track secondary teachers to balance teaching assignments. This study examines factors relevant to teachers' disposition toward teaching assignments and, in turn, student assignments, such as collective responsibility and self-efficacy in relation to course assignments when controlling for other teacher characteristics. To account for the unique realities of teacher settings, researchers further examine the influence of urban compared to non-urban teacher locales on self-efficacy and collective responsibility. This analysis examines the public High School Longitudinal Study of 2009 (HSLS:09) mathematics teacher survey data (n=17,882) using a logistic regression analysis. Results indicate that mathematics teacher track assignment has a significant influence on self-efficacy and collective responsibility, whereas the locale of urban setting shows no significant difference in teacher self-efficacy and collective responsibility. Through the lens of Expectancy Value Theory (EVT), these results suggest that future researchers should further investigate the nature of the relationship between teachers' course assignments and self-efficacy, collective responsibility, and expectations for students. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1484298 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 65 Subjects: – SubjectFull: Secondary School Teachers Type: general – SubjectFull: Mathematics Teachers Type: general – SubjectFull: Assignments Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Teacher Characteristics Type: general – SubjectFull: Rural Urban Differences Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Teacher Responsibility Type: general – SubjectFull: Longitudinal Studies Type: general – SubjectFull: Expectation Type: general – SubjectFull: High School Longitudinal Study of 2009 (NCES) Type: general Titles: – TitleFull: Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kristian Edosomwan – PersonEntity: Name: NameFull: Miriam Sanders IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Numbering: – Type: volume Value: 18 – Type: issue Value: 1 Titles: – TitleFull: Journal of Urban Mathematics Education Type: main |
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