Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis.
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| Title: | Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis. |
|---|---|
| Authors: | Edosomwan, Kristian1 k.edosomwan@tamu.edu, Sanders, Miriam2 |
| Source: | Journal of Urban Mathematics Education. Sep2025, Vol. 18 Issue 1, p65-86. 22p. |
| Subject Terms: | *Educational accountability, *Secondary education, *Urban education, Self-efficacy, Expectancy-value theory, Logistic regression analysis, Mathematics |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Urban Mathematics Education is the property of Georgia State University, College of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190726621 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Edosomwan%2C+Kristian%22">Edosomwan, Kristian</searchLink><relatesTo>1</relatesTo><i> k.edosomwan@tamu.edu</i><br /><searchLink fieldCode="AR" term="%22Sanders%2C+Miriam%22">Sanders, Miriam</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Urban+Mathematics+Education%22">Journal of Urban Mathematics Education</searchLink>. Sep2025, Vol. 18 Issue 1, p65-86. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+accountability%22">Educational accountability</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Urban+education%22">Urban education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Expectancy-value+theory%22">Expectancy-value theory</searchLink><br /><searchLink fieldCode="DE" term="%22Logistic+regression+analysis%22">Logistic regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Urban Mathematics Education is the property of Georgia State University, College of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190726621 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 65 Subjects: – SubjectFull: Educational accountability Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Urban education Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Expectancy-value theory Type: general – SubjectFull: Logistic regression analysis Type: general – SubjectFull: Mathematics Type: general Titles: – TitleFull: Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Edosomwan, Kristian – PersonEntity: Name: NameFull: Sanders, Miriam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 21512612 Numbering: – Type: volume Value: 18 – Type: issue Value: 1 Titles: – TitleFull: Journal of Urban Mathematics Education Type: main |
| ResultId | 1 |
