NI YuJing, Ph.D.,
Research Professor, BA(Ed) (Beijing Normal University), MA(Ed), PhD (UCLA)

Personal Website:

Tel & Fax: 3943-6719

  • Introduction
  • Selected Publications
  • Research Areas
NI Yujing teaches courses on psychological processes of learning and teaching, and educational assessments. Her interest is in the development of basic cognitive skills and how the developmental change may be influenced by instruction.

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.


  1. Ni, Y. J., Ho, Gloria, Cai, J., Cheung, A., Chen, G., & Ng, O-L. (2017). Research protocol: Teacher interventions aimed at engaging students in dialogic mathematics classroom discourse. International Journal of Educational Research, 86, 23-35. [View PDF]

  2. Ni, Y. J., Zhou, D-H. R., Cai, J., Li, X., Li, Q., & Sun, X. (2017). Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high-cognitive demand. The Journal of Educational Research. DOI: 10.1080/00220671.2017.1402748. [View PDF]

  3. Ni, Y. J., Zhou, D., Li, X., & Li, Q. (2014). Relations of instructional tasks to teacher–student discourse in mathematics classrooms of Chinese primary schools. Cognition and Instruction, 32(1), 2-43. [View PDF]

  4. Ni, Y. J. (2012). Towards proficiency: the Chinese method of teaching mathematics to children. In S. Suggate & E. Reese (Eds.), Contemporary debates in childhood education and development (pp. 204-213). New York: Routledge.

  5. Ni, Y. J. & Cai, J. (2011). Searching for evidence of curricular effects on the teaching and learning of mathematics: lessons learned from the two projects. International Journal of Educational Research, 50, 137-143.[View PDF]

  6. Ni, Y. J., Li, Q., Li, X., & Zhang, Z-H. (2011). Influence of curriculum reform: an analysis of student mathematics achievement in mainland China. International Journal of Educational Research, 50, 100-116.[View PDF]

  7. Li, Q., & Ni, Y. J. (2011). Impact of curriculum reform: evidence of change in classroom practice in mainland China. International Journal of Educational Research, 50, 71-86.[View PDF]

  8. Ni, Y. J, Chiu, M. M., & Cheng, Z. J. (2010). Chinese children learning mathematics: from home to school. In M. H. Bond (Ed.), The Oxford handbook of Chinese psychology (pp.143-154). UK: Oxford University Press.[View PDF]

  9. Ni, Y. J. (2010). Educational evaluation: Concepts, practice and future directions. In P. P. Peterson, E. Baker and B. McGaw, Chief Editors (Eds.) International Encyclopedia of Education (518-529), Elsevier, UK.[View PDF]

  10. 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.[View PDF]


  1. Cai, J., Ni, Y. J., & Lester, F. (Guest Editors, 2011). Curricular effect on the teaching and learning of mathematics: findings from two longitudinal studies in China and the United States. A Special Issue for International Journal of Educational Research.

  2. Ni, Y. J. & Griffin, N. (volume editors, 2010). Educational evaluation section of International Encyclopedia of Education (Chief Editors: B. McGaw, E. Baker and P. P. Peterson), Elsevier, UK.

Last Updated: Jan 2018