Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis

Artigo2025

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Resumo

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.

Dados da obra

Tipo: Artigo
Periódico: Journal of Urban Mathematics Education
Ano: 2025
Idioma: en
Palavras-chave: Secondary School Teachers; Mathematics Teachers; Assignments; Teacher Attitudes; Teacher Characteristics; Rural Urban Differences; Self Efficacy; Teacher Responsibility; Longitudinal Studies; Expectation
ISSN: None
Acesso: Download disponível
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
EDOSOMWAN, Kristian; SANDERS, Miriam. Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis. Journal of Urban Mathematics Education, 2025. Disponível em: https://eric.ed.gov/?id=EJ1484298. Acesso em: 5 nov. 2026.

APA

Edosomwan, K., & Sanders, M. (2025). Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis. Journal of Urban Mathematics Education. https://eric.ed.gov/?id=EJ1484298

BibTeX

@article{edosomwan2025,
  author = {Edosomwan, Kristian and Sanders, Miriam},
  title = {Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis},
  year = {2025},
  journal = {Journal of Urban Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1484298},
  language = {en}
}

RIS

TY  - JOUR
AU  - Edosomwan, Kristian
AU  - Sanders, Miriam
TI  - Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis
PY  - 2025
JO  - Journal of Urban Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1484298
LA  - en
ER  -

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