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FACULTY PROFILE: Professor Peverly

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Professional Background

Professor of Psychology and Education and Program Director

Educational Background

B.A. (Psychology), Manhattan College; M.S., Ed.S., SUNY, Albany (Educational Specialist in School Psychology); Ph.D., Pennsylvania State University (Educational Psychology)

Specializations: Cognition and Instruction; Child Development/Tests and Measurement

Certifications/Licensure: School Psychologist Certificate (permanent form), New York; Massachusetts; License Psychologist, New York (#011690-1)

 

Scholarly Interests

His research focuses on 2 areas: (a) the cognitive processes that underlie reading comprehension and studying, and (b) cross-cultural differences between U.S. and Chinese children in mathematical performance and the reasons for differences in performance. He teaches course on memory, reading comprehension and studying, and law and ethics for school psychologists.

Selected Publications


Peverly, S. T. (in press). Beyond the Monitoring of Students’ Progress in Classrooms: The Assessment of Students, Curricula and Teachers. In S. Rosenfield & V. Berninger (Eds.), Translating science-supported instruction into evidenced based practices. NY: Oxford University Press.

Han, Z. H, & Peverly, S. T. (2007). Input processing: A study of ab initio learners with multilingual backgrounds. International Journal of Multiculturalism, 4, 17-37.

Peverly, S. T., Ramaswamy, V., Brown, C., Sumowski, J., Alidoost, M., & Garner, J. (2007). Skill in Lecture Note-taking: What Predicts? Journal of Educational Psychology, 99, 167-180.
 
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.
   
Peverly, S. T. (2006). The importance of handwriting speed in adult writing. Developmental Neuropsychology, 29, 197-216.

Zhou, Z., Peverly, S. T., Lin, J-S., & (2005). Understanding early mathematical competencies in American and Chinese children. School Psychology International, 26, 413-427.

Peverly, S. T. (2005). Moving past cultural homogeneity: Suggestions for comparisons of students' educational outcomes in the U.S. and China. Psychology in the Schools, 42, 241-249.

 


Stephen Peverly

Stephen T Peverly

Professor of Psychology and Education

Program Director

Phone: 212-678-3084
Email:

Office Hours: Monday 3-4; Tuesday 2-4