中学数学系教师追踪的普遍性

IF 3.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal for Research in Mathematics Education Pub Date : 2023-01-01 DOI:10.5951/jresematheduc-2020-0296

Wayne Nirode, B. Boyd

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引用次数: 3

摘要

这项研究调查了一个州184所高中的1822名数学教师中教师跟踪的普遍性。结果显示，70%的教师通过课程水平、课程轨迹或两者兼而有之进行了跟踪。四分之三的高中至少跟踪了58%的数学老师。我们还发现，在教师目前所在学校的五分之一的教学经验中，教学任务存在显著差异。前五分之一的教师最有可能被分配到低水平或入门级课程。相比之下，五分之一的教师最有可能被分配到高水平或高水平的课程。这些发现表明，在大多数高中，对数学教师的跟踪是一种普遍且持续的不公平结构。

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The Prevalence of Teacher Tracking in High School Mathematics Departments

This study examined the prevalence of teacher tracking in a population of 1,822 mathematics teachers in 184 high schools in a single state. Results showed that 70% of teachers were tracked by course level, course track, or both. Three fourths of high schools tracked at least 58% of their mathematics teachers. We also found significant differences in teaching assignments across quintiles of years of experience at a teacher’s current school. First-quintile teachers were the most likely to be assigned low-track or entry-level courses. In contrast, fifth-quintile teachers were the most likely to be assigned high-track or upper-level courses. These findings indicate that the tracking of mathematics teachers is a prevalent and persistent inequitable structure in most high schools.

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来源期刊

Journal for Research in Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

17.90%

发文量

期刊介绍： An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: -Research reports, addressing important research questions and issues in mathematics education, -Brief reports of research, -Research commentaries on issues pertaining to mathematics education research, and -Book reviews.