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)
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• Understanding Effects of Curriculum Reform on Student Learning in Context
  (2008-2010, funded by Research Grant Council of HKSAR, CERG-449807)
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• 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

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.