Cindy Jong
Cited by
Cited by
Good and just teaching: The case for social justice in teacher education
M Cochran-Smith, K Shakman, C Jong, DG Terrell, J Barnatt, P McQuillan
American Journal of Education 115 (3), 347-377, 2009
A longitudinal study of teaching practice and early career decisions: A cautionary tale
M Cochran-Smith, P McQuillan, K Mitchell, DG Terrell, J Barnatt, ...
American educational research journal 49 (5), 844-880, 2012
“Re-Culturing” Teacher Education: Inquiry, Evidence, and Action
M Cochran-Smith, BCE Team
Journal of Teacher Education 60 (5), 458-468, 2009
Noticing and Knowledge: Exploring Theoretical Connections between Professional Noticing and Mathematical Knowledge for Teaching.
J Thomas, C Jong, MH Fisher, EO Schack
The Mathematics Educator 26 (2), 3-25, 2017
Parents’ attitudes toward mathematics and the influence on their students’ attitudes toward mathematics: A quantitative study
MJ Mohr‐Schroeder, C Jackson, M Cavalcanti, C Jong, ...
School science and mathematics 117 (5), 214-222, 2017
Assessing attitudes toward mathematics across teacher education contexts
C Jong, TE Hodges
Journal of Mathematics Teacher Education 18, 407-425, 2015
Exploring the link between reformed teaching practices and pupil learning in elementary school mathematics
C Jong, JJ Pedulla, EM Reagan, Y Salomon‐Fernandez, ...
School Science and Mathematics 110 (6), 309-326, 2010
Exploring reasons for the east asian success in PISA
X Ma, C Jong, J Yuan
PISA, power, and policy: The emergence of global educational governance, 225-245, 2013
Interpreting early career trajectories
J Barnatt, D Gahlsdorf Terrell, LA D’Souza, C Jong, M Cochran-Smith, ...
Educational Policy 31 (7), 992-1032, 2017
Instruments to Measure Elementary Preservice Teachers' Conceptions: An Application of the Rasch Rating Scale Model.
C Jong, TE Hodges, KD Royal, RM Welder
Educational Research Quarterly 39 (1), 21-48, 2015
The influence of elementary preservice teachers’ mathematical experiences on their attitudes towards teaching and learning mathematics
C Jong, TE Hodges
International Electronic Journal of Mathematics Education 8 (2-3), 100-122, 2013
Noticing numeracy now! Examining changes in preservice teachers’ noticing, knowledge, and attitudes
MH Fisher, J Thomas, EO Schack, C Jong, J Tassell
Mathematics Education Research Journal 30, 209-232, 2018
Linking reform-oriented experiences to teacher identity: The case of an elementary mathematics teacher
C Jong
The Journal of Educational Research 109 (3), 296-310, 2016
Measuring practices of teaching for social justice in elementary mathematics classrooms
E Mitescu, JJ Pedulla, M Cannady, M Cochran-Smith, C Jong
Educational Research Quarterly 34 (3), 15, 2011
Reclaiming teacher quality: The case for social justice
K Shakman, M Cochran-Smith, C Jong, D Terrell, J Barnatt, P McQuillan
annual meeting of the American Educational Research Association, Chicago, 2007
Teaching mathematics for social justice: Examining preservice teachers’ conceptions
C Jong, C Jackson
Journal of Mathematics Education at Teachers College 7 (1), 2016
Professional noticing: Learning to teach responsively
J Thomas, MH Fisher, C Jong, EO Schack, LR Krause, S Kasten
Mathematics Teaching in the Middle School 21 (4), 238-243, 2015
Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms
MH Fisher, J Thomas, C Jong, EO Schack, D Dueber
School Science and Mathematics 119 (3), 142-149, 2019
Examining the relationship between preservice elementary teachers’ attitudes toward mathematics and professional noticing capacities
MH Fisher, EO Schack, J Thomas, C Jong, S Eisenhardt, J Tassell, ...
Research trends in mathematics teacher education, 219-237, 2014
Reading and Reflecting: Elementary Preservice Teachers' Conceptions about Teaching Mathematics for Equity.
C Jackson, C Jong
Mathematics Teacher Education and Development 19 (1), 66-81, 2017
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