Yasemin Copur-Gencturk

Organization/Institution
University of Southern California (USC)
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Copur-Gencturk, Y., & Plowman, D., & Bai, H. (2019). Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth. American Educational Research Journal.*
  • Orrill, C. H., Copur-Gencturk, Y., Cohen, A., & Templin, J. (2020). Revisiting Purpose and Conceptualization in the Design of Assessments for Teachers of Mathematics. Research in Mathematics Education. 10.1080/14794802.2019.1702893*
  • Copur-Gencturk, Y., Cimpian J., Lubienski S., & Thacker, I. (2019). Teachers’ Bias Against the Mathematical Ability of Female, Black and Hispanic Students. Educational Researcher. https://doi.org/10.3102/0013189X19890577*
  • Copur-Gencturk, Y., Thacker, I. (2020). A Comparison of Perceived and Observed Learning From Professional Development: Relationships Among Self-Reports, Direct Assessments, and Teacher Characteristics. Journal of Teacher Education. https://doi.org/10.1177/0022487119899101*
  • Copur-Gencturk, Y., Tolar T., Jacobson. E., & Fan. W. (2019). An Empirical Study of the Dimensionality of the Mathematical Knowledge for Teaching Construct. Journal of Teacher Education.*

Interactive, Individualized Professional Learning for Elementary School Teachers: Enhancing Content and Pedagogical Content Knowledge as a Basis for Improving Practice

University of Southern California (USC)
09/01/2024

Research has shown that when teachers have strong content and pedagogical content knowledge that they can provide better quality mathematics instruction to their students and improve student outcomes. The goal of this project is to enhance elementary school teachers’ capacity to improve students’ mathematics learning through a scaled professional development program that uses artificial intelligence (AI) to create a personalized, active learning environment for teachers.

Usable Measures of Teacher Understanding: Exploring Diagnostic Models and Topic Analysis as Tools for Assessing Proportional Reasoning for Teaching

University of Southern California (USC)
09/01/2018

This project seeks to measure the kinds of knowledge developed in professional development (PD) programs that have been shown to matter for teachers' classroom practices and their students' learning. The project aims to develop an assessment that identifies patterns in the teachers' learning in a way that helps drive subsequent PD.The overall goal of this project is to pursue a potentially transformative approach to the assessment of teacher proportional knowledge by developing a measure that is well aligned with the content and skills taught in various PD programs.