Zheng Zhou, Ph.D.
Department of Psychology
St. John’s University
8000 Utopia Parkway
Marillac Hall, SB 15-8
Queens, NY 11439
Ph.D. 1996 Columbia University, New York, School Psychology
M. Phil. 1995 Columbia University, New York, School Psychology
M.S. 1989 Tulane University, New Orleans, School Psychology
B.A. 1982 Suzhou University, Suzhou, China, English
Dr. Zheng Zhou is Fulbright Scholar and Fellow of the Division 16 (School Psychology) of the American Psychological Association (APA). Dr. Zhou was ranked as one of the top 15 contributors in the nation to the School Psychology literature in peer-reviewed journals. She has also been recognized by the Publisher of the journal, School Psychology International, as a significant contributor to both national and international arenas for improving the understanding of school psychology in different cultures. She is an Associate Editor for School Psychology International and has served on various editorial boards. Dr. Zhou has served as the Chair of Division 16’s Committee on Ethnic Minority Affairs (CEMA) and as the Division 16 Liaison to the Board of Scientific Affairs (BSA). Dr. Zhou was elected as a member of the Society for the Study of School Psychology (SSSP). She has received several Faculty Recognition Awards from St. John’s University for her outstanding research.
Cross-cultural research in children’s mathematical thinking and reasoning, mathematics curriculum and teaching; basic relational concepts acquisition; school adjustment of Asian-American students
Guest Editor of Special Journal Issues
Zhou, Z. and Peverly, S. T. (2014). Psychological and Educational Needs of Children in
Asia. International Journal of School and Educational Psychology.
Zhou, Z. & Peverly, S. T. (2005). Culture and Psychology: Fulbright Psychologists and
Educators in China, Psychology in the School, 42 (3).
Zhou, Z. & Peverly, S. T. (2003). Psychoeducational and Psychosocial Functioning of
Chinese children, Psychology in the School, 40 (1).
Zhou, Z. (2011). The clinical interview in mathematics assessment and intervention:
The case of fractions (pp.351-366). In M. A., Bray & T.J. Kehle (eds.), Oxford Handbook of School Psychology. New York: Oxford University Press.
Niu, W., & Zhou, Z. (2010). Teaching mathematics creativity in Chinese classrooms.
In R. Beghetto & J. Kaufman (Eds.), Nurturing Creativity in the Classroom (pp.
271-288). UK: Cambridge University Press.
Zhou, Z., Xin, T., & Siu, C. (2009).Promoting cultural competence in counseling
Asian American children and adolescents. Psychology in the Schools, 46 (3),
Zhou, Z., Peverly, S. T., & Xin, T. (2006). Knowing and teaching fractions: A cross-
cultural study of American and Chinese Mathematics Teachers. Contemporary
Educational Psychology, 31, 438-457.
Zhou, Z., Peverly, S. T., & Lin, J-S. (2005). Understanding early mathematical
competencies in American and Chinese children. School Psychology
International, 26, 413-427.
Zhou, Z., Peverly, S. T. & Lin, J.-S. (2005) Teaching Addition & subtraction to first
graders: A Chinese perspective. School Psychology International, 42 (3),
Zhou, Z., & Peverly, S. T. (2004). Cross- and within-cultural variations in American
and Chinese Children’s understanding of distance, time, and speed
interrelations: A follow-up study. Journal of Genetic Psychology, 165(1), 5-27.
Zhou, Z. & Boehm, A. E. (2004). American and Chinese children’s understanding
of basic relational concepts in directions. Psychology in the Schools. 41 (2),
Zhou, Z. & Peverly, S., Xin, T., Huang, A. S., & Wang, W. (2003). School
adjustment of first-generation Chinese American adolescents. Psychology
in the School, 40 (1),71-84.
Xin, T. & Zhou. Z., Bray, M. A., Kehle, T. J. (2003). The structure of self-reported
problem behaviors in Chinese Children. Psychology in the Schools, 40
Zhou, Z. & Boehm, A. E. (2001). American and Chinese children’s knowledge of
basic relational concepts. School Psychology International, 22 (1), 5-21.
Zhou, Z. & Lin, J. (2001). Developing mathematical thinking in Chinese kindergarten
children: the case of addition and subtraction. International Journal of
Educational Policy, Research, and Practice, 2, 141-155.
Zhou, Z., Peverly, S. T., Boehm, A. E., & Lin, C. D. (2000). American and Chinese
children’s understanding of distance, time, and speed interrelations.
Cognitive Development, 15, 215 -140.
Educational Psychology, Child Development, Experimental Psychology of Learning, Senior Seminar
Research Methods in School Psychology, Psycholinguistics of Bilingualism, Cognitive Psychology of Academic Learning, Developmental Psychology I & II, Inferential Statistics, Cross-Cultural Psychology, Psychoeducational Assessment