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Direct linkZhou, Zheng; Peverly, Stephen T. – Psychology in the Schools, 2005
Cross-cultural studies on mathematical cognition and education have suggested that curriculum and teaching have contributed to U.S. versus Asian differences in student performance; however, previous discussions of curriculum and teaching practices have been very general and have not focused on a detailed analysis of how mathematics concepts are…
Descriptors: Mathematics Instruction, Grade 1, Arithmetic, Subtraction
Peer reviewedZhou, Zheng; Peverly, Stephen T. – Psychology in the Schools, 2003
This special issue brings together research concerned with the psychoeducational and psychosocial functioning of Chinese children in Mainland China (including Hong Kong) and of those who have immigrated to the U.S. Articles address a variety of topics including: moral development, self-concept, school adjustment, creativity, friendships, reading,…
Descriptors: Adjustment (to Environment), Child Development, Children, Chinese Americans
Peer reviewedZhou, Zheng; Peverly, Stephen T.; Xin, Tao; Huang, Annie S.; Wang, Weidong – Psychology in the Schools, 2003
First-generation Chinese-American adolescents' school adjustment was compared with that of Mainland Chinese and European American adolescents. Results indicated that Chinese-American adolescents reported more negative attitudes toward teachers than European American and Mainland Chinese students, had more negative perceptions of the school…
Descriptors: Adolescents, Chinese Americans, Cross Cultural Studies, Educational Environment
