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.

View Ni Yujing's Curriculum Vitae

• Cognitive development
  One of the key issues in developmental research is about domain-general and domain-specific determinants of the nature of cognitive development, which touches some of the deepest problems of psychology. One such problem is what develops: changes in cognitive structure or changes in local content knowledge. Another problem concerns the relationship between structural and functional aspects of the cognitive system. One line of Ni's research addresses these questions.
• Learning, teaching, and assessment in classroom
  Classroom instruction is the primary source for children to learn new skills and knowledge and to open up new developmental possibilities. Ni's research examines prior experience and knowledge that children bring to the number acquisition tasks and its effects on children's later number concept acquisitions. The research also examines how teachers' pedagogical representations of learning tasks, as well as assessment tasks, affect student learning and how the teacher choices are influenced by their subject matter knowledge and pedagogical content knowledge.

• Has Curriculum Reform Made a Difference? Looking for Change in Classroom Practice
  (2005-2008, funded by Research Grant Council of HKSAR, CERG-462405, and Ministry of Education of People's Republic of China)
  About this project...
• Understanding Effects of Curriculum Reform on Student Learning in Context
  (2008-2010, funded by Research Grant Council of HKSAR, CERG-449807)
  About this project...

• ALS5003
  Planning, Implementing, and Improving Assessment for Learning in Liberal Studies
• EDU4310
  Assessment of learning process and outcome
• EDD5314
  Understanding and developing school achievement tests
• EDM6505
  Human abilities in perspectives
• EDM9307
  Selected topics in the science of learning
• EDD5311
  Psychology of learning and teaching

1. 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]
   
   
2. 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.
   
   
3. 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]
   
   
4. 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]
   
   
5. 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]
   
   
6. 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]
   
   
7. 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]
   
   
8. 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]
   
   
9. 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.
   
   
10. Ni, Y. J. (2001). Semantic domains of rational number and acquisition of fraction equivalence. Contemporary Educational Psychology, 26, 400-417. (impact factor 1.120)
    
    

EDITORIAL

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.