| Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement. JP Robinson-Cimpian, ST Lubienski, CM Ganley, Y Copur-Gencturk Developmental psychology 50 (4), 1262, 2014 | 268 | 2014 |
| Teachers’ bias against the mathematical ability of female, Black, and Hispanic students Y Copur-Gencturk, JR Cimpian, ST Lubienski, I Thacker Educational Researcher 49 (1), 30-43, 2020 | 198 | 2020 |
| Effectiveness of VR-based training on improving construction workers’ knowledge, skills, and safety behavior in robotic teleoperation P Adami, PB Rodrigues, PJ Woods, B Becerik-Gerber, L Soibelman, ... Advanced Engineering Informatics 50, 101431, 2021 | 108 | 2021 |
| The effects of changes in mathematical knowledge on teaching: A longitudinal study of teachers' knowledge and instruction Y Copur-Gencturk Journal for Research in Mathematics Education 46 (3), 280-330, 2015 | 105 | 2015 |
| Measuring mathematical knowledge for teaching: a longitudinal study using two measures Y Copur-Gencturk, ST Lubienski Journal of Mathematics Teacher Education 16, 211-236, 2013 | 54 | 2013 |
| Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers Y Copur-Gencturk Educational Studies in Mathematics 107 (3), 525-545, 2021 | 50 | 2021 |
| An empirical study of the dimensionality of the mathematical knowledge for teaching construct Y Copur-Gencturk, T Tolar, E Jacobson, W Fan Journal of Teacher Education 70 (5), 485-497, 2019 | 46 | 2019 |
| Mathematics teachers’ learning: Identifying key learning opportunities linked to teachers’ knowledge growth Y Copur-Gencturk, D Plowman, H Bai American Educational Research Journal 56 (5), 1590-1628, 2019 | 43 | 2019 |
| A comparison of perceived and observed learning from professional development: Relationships among self-reports, direct assessments, and teacher characteristics Y Copur-Gencturk, I Thacker Journal of teacher education 72 (2), 138-151, 2021 | 42 | 2021 |
| Teachers' mathematical knowledge for teaching, instructional practices, and student outcomes YC Gencturk University of Illinois at Urbana-Champaign, 2012 | 38 | 2012 |
| Impact of VR-based training on human–robot interaction for remote operating construction robots P Adami, PB Rodrigues, PJ Woods, B Becerik-Gerber, L Soibelman, ... Journal of Computing in Civil Engineering 36 (3), 04022006, 2022 | 32 | 2022 |
| Sustainable changes in teacher practices: A longitudinal analysis of the classroom practices of high school mathematics teachers Y Copur-Gencturk, A Papakonstantinou Journal of Mathematics Teacher Education 19, 575-594, 2016 | 32 | 2016 |
| Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching Y Copur-Gencturk, T Doleck Educational Studies in Mathematics 107 (1), 49-70, 2021 | 31 | 2021 |
| K-8 teachers’ overall and gender-specific beliefs about mathematical aptitude Y Copur-Gencturk, I Thacker, D Quinn International Journal of Science and Mathematics Education 19 (6), 1251-1269, 2021 | 30 | 2021 |
| Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills Y Copur-Gencturk, T Tolar Teaching and Teacher Education 114, 103696, 2022 | 28 | 2022 |
| The Effects of Teachers' Gender-Stereotypical Expectations on the Development of the Math Gender Gap. JP Robinson, ST Lubienski, Y Copur Society for Research on Educational Effectiveness, 2011 | 28 | 2011 |
| Content-specific noticing: A large-scale survey of mathematics teachers’ noticing Y Copur-Gencturk, J Rodrigues Teaching and Teacher Education 101, 103320, 2021 | 20 | 2021 |
| The effects of a master's program on teachers' science instruction: Results from classroom observations, teacher reports, and student surveys Y Copur‐Gencturk, B Hug, ST Lubienski Journal of research in science teaching 51 (2), 219-249, 2014 | 19 | 2014 |
| Teachers’ knowledge of fraction magnitude Y Copur-Gencturk International Journal of Science and Mathematics Education 20 (5), 1021-1036, 2022 | 17 | 2022 |
| Are schools shortchanging boys or girls? The answer rests on methods and assumptions: Reply to Card (2014) and Penner (2014). JP Robinson-Cimpian, ST Lubienski, CM Ganley, Y Copur-Gencturk American Psychological Association 50 (6), 1840, 2014 | 16 | 2014 |
Sarah LubienskiExecutive Associate Dean & Professor, Indiana UniversityVerified email at iu.edu
