New faculty add depth to USC Rossier’s K-12 scholarship

February 6, 2018

The move cements the school’s commitment to research on improving teaching, with emphasis on math

USC Rossier is adding two faculty members that will deepen the school’s roster of K-12 knowledge.

Yasemin Copur-Gencturk Yasemin Copur-Gencturk has been named an assistant professor of teacher education. Copur-Gencturk started at USC Rossier in fall 2016 as a research assistant professor; her transition to her new tenure-track role will be considered a new position. In her time at USC Rossier, she has become an integral member of the Joan Herman and Richard Rasiej Mathematics Initiative, which seeks to improve the mathematics knowledge and teaching effectiveness of current teachers in K-5 classrooms.

Copur-Gencturk’s work focuses on teacher knowledge, teaching practices and teacher development, and how these areas relate to student learning. Her work focuses on the mathematical knowledge teachers need to promote student learning in diverse classrooms with special attention to designing innovative learning opportunities for teachers. She also examines the relationship between teachers’ perceptions of students’ learning of mathematics and their students’ academic performance.

Adam Kho Adam Kho will join the USC Rossier faculty as an assistant professor in August 2018. Kho is completing his PhD at Vanderbilt University’s Peabody College, with a specialty in K-12 Education Policy Studies and a minor in Quantitative Methods. After finishing his undergraduate degree at Massachusetts Institute of Technology, Kho joined Teach For America, which returned him to his hometown of Atlanta, where he taught high school mathematics for three years and served subsequently as an instructional coach for two years.

Kho’s current research includes an evaluation of Tennessee’s portfolio model for school turnaround, a series of studies evaluating the effects of charter schools on student achievement and on the sorting of students both academically and demographically, and the impact of the Community Eligibility Provision on various student outcomes in Tennessee.

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