NI Yu-Jing, Ph.D.,
Associate Professor, BA(Ed) (Beijing Normal University), MA(Ed), PhD (UCLA)
Personal Website: http://www.fed.cuhk.edu.hk/~yujing
CONTACT
Tel & Fax: 2609-6719
E-mail: yujing@cuhk.edu.hk
- Introduction
- Selected Publication
- Research Areas
Before joining the faculty, she was a research associate in National Center for Research on Evaluation, Standards, and Student Testing in University of California at Los Angeles (UCLA), where she participated in the development and validation of student assessment techniques. She also worked as Assistant to the Director of the in-service teacher training office in Shanghai Education Department, mainland China and an instructor in East China Normal University of Shanghai.
Ni, Y. J. (2008). Two references of "modules of mind". Submitted for publication.
Ni, Y. J., Li, Q., Wong, W. C., Shiu, L. P., & Cheng, P. W. (2006). Learning to teach: Tracing and understanding changes in organization of pedagogical knowledge of pre-service teachers. Educational Journal, 34(1), 47-83.
Ni, Y. J., & Zhou, Y. D. (2005). Teaching and learning fraction and rational numbers: The origin and implications of whole number bias. Educational Psychologist, 40(1), 27-52.
Li, Q., Ni, Y. J., & Shiu, L. P. (2005). A comparative study of expert teachers and novice teachers in elementary mathematics subject knowledge, Journal of Educational Studies, 6(6), 57-64 (in Chinese).
Li, Q., & Ni, Y. J. (2004). Change in the theory of knowledge and the change of teachers' role in their professional development, Journal of East China Normal University (Educational Sciences), 22(4), 31-37(in Chinese).
O'Neil, H. F., Ni, Y. J., Baker, E. L. (2002). Assessing problem solving in expert systems using human benchmarking. Computers in Human Behavior, 18, 745-759.
Ni, Y. J. (2001). Semantic domains of rational number and acquisition of fraction equivalence. Contemporary Educational Psychology, 26, 400-417.
Ni, Y. J. (2000). How is it valid to use number lines to measure children's understanding of rational number concepts? Educational Psychology, 20, 139-152.
Ni, Y. J. (1999). Understanding of the meanings and equivalence of fractions in fifth and sixth graders. Psychological Development and Education. 15, 26-30.
Ni, Y.J. (1998). Cognitive structure, content knowledge, and classificatory reasoning. Journal of Genetic Psychology, 159(3), 280-296.