Wavy name indicates student author.

Journal articles.

• Tong, L. and Zhou, Y. (2023). The Absent Family and the Education among Contemporary Tibetan students, Chinese Education & Society, 56(2), 125-140. doi: 10.1080/10611932.2023.2251835
• Zhou, Y., Cai, T., Wang, D., and Li, F. (2023). Classroom Compositional Effects on Low-Ability Students’ achievement in China, Journal of Community Psychology, 51(2), 788-812. doi: 10.1002/jcop.22939
• Tong, L. and Zhou, Y. (2023). Disenchantment Revisited: School Life in Northwest China, Discourse: Studies in the Cultural Politics of Education, 44(4), 477-494. doi: 10.1080/01596306.2021.2006149
• Pan, D. and Zhou, Y. (2023). Teaching under opportunism: The predicament of academic tutors in China, International Sociology, 38(1), 118-141. doi: 10.1177/02685809221140321
• 周忆粟（2022）。职业教育的政治经济学故事。文化纵横，八月号（第 4 期）， 110-118 页。
• Zhou, Y. (2022). Computational Social Sciences in China: A Decade of Development, SocArXiv, 1-12. doi: 10.31235/osf.io/wktz9
• Lam, S. M. and Zhou, Y. (2022). SES-achievement gaps in East Asia: Evidence from PISA 2003-2018, Asia-Pacific Education Researcher, 31(6), 691–710. doi:/10.1007/s40299-021-00620-7
• Cai, T., Xia, Y., and Zhou, Y. (2021). Generalized Inflated Discrete Models: A Strategy to Work with Multimodal Discrete Distributions, Sociological Methods & Research, 50(1), 365-400. doi: 10.1177/0049124118782535
• Li, F., Zhou, Y., & Cai, T. (2021). Trails of data: Three cases for collecting web information for social science research. Social Science Computer Review, 394(5), 922-942. doi: 10.1177/0894439319886019
• Xia, Y., Zhou, , Du, L., & Cai, T. (2020). Mapping trafficking of women in China: Evidence from court sentences. Journal of Contemporary China, 29(122), 238-252. doi: 10.1080/10670564.2019.1637564
• Li, T., & Zhou, Y. (2019). Do pay-for-grades programs encourage student cheating? Evidence from China. Frontiers of Education in China, 14(1), 117–137
• Xia, Y., Zhou, Y., and Cai, T. (2019). gidm: A command for generalized inflated discrete models, The Stata Journal, 19(3), 698-718. doi: 10.1177/1536867X19874246
• Cai, T., Zhou, Y., Niño, M., & Driver, N. (2018). The School Contextual Effect of Sexual Debut on Sexual Risk-Taking: A joint parameter approach. Journal of School Health, 88(3), 200–207. doi: 10.1111/josh.12604
• Zhou, Y. and Wong, Y.-L. (2017). Efficacy of Grade Retention in Macao: Evidence from PISA 2009, International Journal of Chinese Education, 6(1), 57-80. doi: 10.1163/22125868-12340074
• Zhou, Y., Fan, X., Wei, X., & Tai, R. H. (2017). Gender gap among high achievers in math and implications for STEM pipeline. The Asia-Pacific Education Researcher, 26(5), 259–269. doi: 10.1007/s40299-017-0346-1
• Zhou, Y., Li, H., Hu, B. Y., and Li, L. (2017). On the Road to Universal Early Childhood Education in China: A Financial Perspective, International Journal of Educational Development, 53, 137-144. doi: 10.1086/668764
• Hu, B. Y., Zhou, Y., Chen, L., Fan, X., and Winsler, A. (2017). Preschool Expenditures and Chinese Children’s Academic Performance: The Mediating Effect of Teacher-Child Interaction Quality, Early Childhood Research Quarterly, 41(4), 37-49. doi: 10.1016/j.ecresq.2017.05.002
• Wong, Y.-L. and Zhou, Y. (2017). The Operation of Grade Retention and Educational Inequality: Who gets retained in Macao and Why?, Asian Pacific Journal of Education, 37(2), 150-162. doi: 10.1080/02188791.2016.1216828
• Hu, B. Y., Zhou, Y., and Li, K. (2017). Variations in Chinese parental perceptions of early childhood education quality. European Early Childhood Education Research Journal, 24(4), 519-540. doi: 10.1080/1350293X.2017.1331066
• Zhou, Y., Cai, T., and Wang, D. (2016). Social segregation in Hong Kong’s Schools: 2000-2012, Chinese Sociological Review, 48(3), 1-23. doi: 10.1080/21620555.2016.1166340
• Zhou, Y. and Wu, J. (2016).  The Game Plan: Four Contradictions in the Development of World Class Universities from the Global South, Education and Science, 41(184), 75-89. doi: 10.15390/EB.2016.6152
• Zhou, Y. and Wang, D. (2016). Understanding the constraints on the supply of public education to the migrant population in China: Evidence from Shanghai, Journal of Contemporary China, 100(25), 563-578. doi: 10.1080/10670564.2015.1132957
• Cai, T. & Zhou, Y. (2016) What sociologists should know about big data? ISA eSymposium for Sociology, 6(3), 1-9
• Zhou, Y. and Wang, D. (2015).  The Family Socioeconomic Effect on Extra Lessons in Greater China: A Comparison between Shanghai, Taiwan, Hong Kong, and Macao, The Asia-Pacific Education Researcher, 24(2), 363-377. doi: 10.1007/s40299-014-0187-0
• Zhou, Y., Wong, Y.-L., and Li, W. (2015). Educational choice and marketization in Hong Kong: the case of direct subsidy scheme schools. Asia Pacific Education Review, 16(4):627– 636. doi: 10.1007/s12564-015-9402-9
• Hu, B. Y., Zhou, Y., Li, K., and Robert, S. K. (2014).  Examining program quality disparities between urban and rural kindergartens in China: Evidence from Zhejiang, Journal of Research in Childhood Education, 28(4), 461-483. doi:/10.1080/02568543.2014.944720
• Hu, B. Y., Zhou, Y., and Li, K. (2014).  Pinpoint Chinese early childhood teachers’ professional development needs through self-evaluation and external observation of classroom quality, Journal of Early Childhood Teacher Education, 35(1), 54-78. doi:/10.1080/10901027.2013.874386
• Zhou, Y. (2014).  The relationship between school organizational characteristics and reliance on out-of-field teachers in mathematics and science: Cross-national evidence from TALIS 2008, The Asia-Pacific Education Researcher, 23(3), 483-497. doi: 10.1007/s40299-013-0123-8
• Chudgar, A., Luschei, T., & Zhou, Y.(2013) Science and mathematics achievement and the importance of classroom composition: Multi-country analysis using TIMSS 2007. American Journal of Education, 119(2), 295-316. doi: 10.1086/668764

Book chapters

• Zhou, Y., & Lam, S. M. (2022). Prioritizing education: The Macao experience  since the Millennium. In W. O. Lee, P. Brown, A. L. Goodwin, & A. Green (Eds.), International handbook on education development in Asia-Pacific (pp. 111–131). Springer. doi: 10.1007/978-981-16-2327-1_102-1
• Liao, W. & Zhou, Y.(2020). Teacher education reform and national development in China (1978-2017): Four metaphors. In J. W. Fraser & L. Lefty (Eds.), Teaching the world’s teachers: A history, 1970-2017. Baltimore, MD: Johns Hopkins University Press
• Chen, J., Wang, D., & Zhou, Y. (2017). Education for population control: Migrant children’s education under new policies in Beijing. In Y.-K. Cha, J. Gundara, S.-H. Ham, & M. Lee (Eds.), Multicultural Education in Glocal Perspectives: Policy and Institutionalization(pp. 153–166). Springer.
• Zhou, Y., & Wang, D. (2016). A Chinese approach to learning? a comparative study on time use patterns of 15-year old students in PISA 2012. In C. P. Chou & J. Spangler (Eds.), Chinese Education Models in a Global Age (Vol. 31, p. 105-118). Singapore: Springer.
• Zhou, Y. (2011). Bilingual education in Dongxiang: A new initiative. In G. H. Beckett and G. Postiglione (Eds.), China’s assimilationist language policy: The impact on indigenous/minority literacy and social harmony.London: Routledge.

Book Review

• Scripting the Moves, Joanne W. Golann. ECNU Review of Education, 2023. doi: 10.1177/20965311231180220
• The Fruits of Opportunism, Le Lin. ECNU Review of Education, 2023. doi: 10.1177/20965311231167188
• Meritocracy and Its Discontents, Zachary M. Howlett. ECNU Review of Education, 2022. doi: 10.1177/20965311221141106
• Allies and Rivals, Emily J. Levine. ECNU Review of Education, 2022. doi: 10.1177/20965311221105902
• Disputing Discipline, Franziska Fay. Journal of Contemporary Issues in Education, 16(2), 2021. doi: 10.20355/jcie29476

Translation

• 安德鲁·阿伯特(2022)。过程社会学(周忆粟 译)。北京师范大学出版社。 ISBN:9787303269235。(原著 Abbott, A. [2016]. Processual Sociology. Chicago: University of Chicago Press.)
• 安德鲁·阿伯特(2019)。「专业知识的未来」(刘文楠，周忆粟 译)。出自:《清 华社会学评论》第十二辑。北京:社会科学文献出版社。(原作 Abbott, A. [2017]. The Future of Expert Knowledge.)