Cindy Jong

1.1k total citations
40 papers, 636 citations indexed

About

Cindy Jong is a scholar working on Education, Statistics and Probability and Social Psychology. According to data from OpenAlex, Cindy Jong has authored 40 papers receiving a total of 636 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 8 papers in Statistics and Probability and 3 papers in Social Psychology. Recurrent topics in Cindy Jong's work include Mathematics Education and Teaching Techniques (25 papers), Teacher Education and Leadership Studies (19 papers) and Cognitive and developmental aspects of mathematical skills (8 papers). Cindy Jong is often cited by papers focused on Mathematics Education and Teaching Techniques (25 papers), Teacher Education and Leadership Studies (19 papers) and Cognitive and developmental aspects of mathematical skills (8 papers). Cindy Jong collaborates with scholars based in United States, Netherlands and China. Cindy Jong's co-authors include Marilyn Cochran‐Smith, Karen Shakman, Joan Barnatt, Dianna Gahlsdorf Terrell, Patrick J. McQuillan, Molly H. Fisher, Jonathan Thomas, Edna O. Schack, Christa Jackson and David Dueber and has published in prestigious journals such as SHILAP Revista de lepidopterología, American Educational Research Journal and Psycho-Oncology.

In The Last Decade

Cindy Jong

32 papers receiving 580 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Cindy Jong United States 13 551 173 57 45 44 40 636
Sue Willis Australia 10 342 0.6× 208 1.2× 24 0.4× 36 0.8× 18 0.4× 26 580
Laurel Puchner United States 9 263 0.5× 77 0.4× 39 0.7× 34 0.8× 62 1.4× 35 383
Kristie J. R. Phillips United States 10 366 0.7× 107 0.6× 13 0.2× 31 0.7× 26 0.6× 11 470
Anne Cockburn United Kingdom 11 390 0.7× 45 0.3× 57 1.0× 64 1.4× 119 2.7× 35 510
Richard J. Coley United States 12 356 0.6× 82 0.5× 21 0.4× 21 0.5× 54 1.2× 37 480
Daniel J. Pratt United States 9 316 0.6× 118 0.7× 34 0.6× 53 1.2× 11 0.3× 22 447
Carolina Carvalho Portugal 10 237 0.4× 54 0.3× 29 0.5× 42 0.9× 57 1.3× 65 360
Herbert W. Ware United States 6 399 0.7× 33 0.2× 10 0.2× 142 3.2× 62 1.4× 7 513
Alan Vanneman 4 332 0.6× 65 0.4× 22 0.4× 22 0.5× 77 1.8× 8 400
Raymond Albert Joseph Brown Australia 12 347 0.6× 77 0.4× 16 0.3× 25 0.6× 133 3.0× 43 442

Countries citing papers authored by Cindy Jong

Since Specialization
Citations

This map shows the geographic impact of Cindy Jong's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Cindy Jong with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Cindy Jong more than expected).

Fields of papers citing papers by Cindy Jong

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Cindy Jong. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Cindy Jong. The network helps show where Cindy Jong may publish in the future.

Co-authorship network of co-authors of Cindy Jong

This figure shows the co-authorship network connecting the top 25 collaborators of Cindy Jong. A scholar is included among the top collaborators of Cindy Jong based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Cindy Jong. Cindy Jong is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Sidney, Pooja G., et al.. (2024). The College Mathematics Beliefs and Belonging Survey: Instrument Development and Validation. International Journal of Research in Undergraduate Mathematics Education. 11(2). 364–400. 1 indexed citations
2.
Jong, Cindy, Edna O. Schack, Molly H. Fisher, Jonathan Thomas, & David Dueber. (2021). What role does professional noticing play? Examining connections with affect and mathematical knowledge for teaching among preservice teachers. ZDM. 53(1). 151–164. 18 indexed citations
3.
4.
Perry, Kristen H., et al.. (2019). Environmental Explorations: Integrating Project-Based Learning and Civic Engagement Through an Afterschool Program. ScholarWorks (Walden University). 9(1). 2 indexed citations
5.
Thomas, Jonathan, David Dueber, Molly H. Fisher, Cindy Jong, & Edna O. Schack. (2019). Professional Noticing into Practice: An Examination of Inservice Teachers’ Conceptions and Enactment. Investigations in Mathematics Learning. 12(2). 110–123. 1 indexed citations
6.
Fisher, Molly H., Jonathan Thomas, Cindy Jong, Edna O. Schack, & David Dueber. (2019). Comparing preservice teachers’ professional noticing skills in elementary mathematics classrooms. School Science and Mathematics. 119(3). 142–149. 13 indexed citations
7.
Jackson, Christa & Cindy Jong. (2017). Reading and Reflecting: Elementary Preservice Teachers' Conceptions about Teaching Mathematics for Equity. Mathematics teacher education and development. 19(1). 66–81. 8 indexed citations
8.
Thomas, Jonathan, Cindy Jong, Molly H. Fisher, & Edna O. Schack. (2017). Noticing and Knowledge: Exploring Theoretical Connections between Professional Noticing and Mathematical Knowledge for Teaching. ˜The œMathematics educator. 26(2). 32 indexed citations
9.
Mohr‐Schroeder, Margaret J., et al.. (2017). Parents’ Attitudes Toward Mathematics and the Influence on Their Students’ Attitudes toward Mathematics: A Quantitative Study. School Science and Mathematics. 117(5). 214–222. 32 indexed citations
10.
Jong, Cindy, et al.. (2017). Decimal Dilemmas: Interpreting and Addressing Misconceptions. 75(1).
11.
Jong, Cindy & Christa Jackson. (2016). Teaching Mathematics for Social Justice: Examining Preservice Teachers’ Conceptions. SHILAP Revista de lepidopterología. 5 indexed citations
12.
Jong, Cindy, et al.. (2016). Integrating Alternative Algorithms: Possibilities and Practices. The Knowledge Bank (The Ohio State University). 2 indexed citations
13.
Jong, Cindy, et al.. (2015). Instruments to Measure Elementary Preservice Teachers' Conceptions: An Application of the Rasch Rating Scale Model.. Educational research quarterly. 39(1). 21–48. 13 indexed citations
14.
Orrill, Chandra Hawley, et al.. (2015). Challenges and Strategies for Assessing Specialised Knowledge for Teaching.. Mathematics teacher education and development. 17. 12–29. 2 indexed citations
15.
Thomas, Jonathan, et al.. (2015). Professional Noticing: Learning to Teach Responsively. Mathematics Teaching in the Middle School. 21(4). 238–243. 7 indexed citations
16.
Jong, Cindy, et al.. (2015). Assessing attitudes toward mathematics across teacher education contexts. Journal of Mathematics Teacher Education. 18(5). 407–425. 16 indexed citations
17.
Jong, Cindy, et al.. (2013). The influence of elementary preservice teachers’ mathematical experiences on their attitudes towards teaching and learning mathematics. International Electronic Journal of Mathematics Education. 8(2-3). 100–122. 19 indexed citations
18.
Reagan, Emilie Mitescu, et al.. (2011). Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms.. Educational research quarterly. 34(3). 15–39. 5 indexed citations
19.
Walraven, Suzanna M. van, L.M. Ball, Hendrik M. Koopman, et al.. (2010). Managing a dual role—experiences and coping strategies of parents donating haploidentical G‐CSF mobilized peripheral blood stem cells to their children. Psycho-Oncology. 21(2). 168–175. 21 indexed citations
20.
Jong, Cindy. (2009). Linking teacher learning to pupil learning: A longitudinal investigation of how experiences shape teaching practices in mathematics. 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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