*Cai, T., Xia, Y., & Zhou, (online first). Generalized inflated discrete models: A strategy to work with multimodal discrete distributions. Sociological Methods & Research
*Li, F., Zhou, Y., & Cai, T. (accepted). Trails of data: Three cases for collecting web information for social science research. Social Science Computer Review
*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
Chen, W.-W., Wu, C.-W., Zhou, , & Lo, Y.-J. (2020). A Within-cultural Comparison of Filial Piety Beliefs among College Students in Hong Kong, Taiwan, and Macau. Families, Relationships and Societies,9(2)
*Xia, Y., Zhou, , & Cai, T. (accepted). gidm: A command for generalized inflated discrete models. The Stata Journal, 19(3), 698-718
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
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
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
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
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
Zhou, Y., Li, Hui., Hu, B. Y & Li, L. (2017) On the road to universal early childhood education in China: A financial perspective. International Journal of Educational Development, 53, 137-144.
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.
Cai, T. & Zhou, Y. (2016) What sociologists should know about big data? ISA eSymposium for Sociology, 6(3), 1-9
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
Zhou, Y., Cai, T., and Wang, D. (2016). Social segregation in Hong Kong’s schools: 2000- 2012. Chinese Sociological Review, 48(3): 1–23
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.
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.
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.
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.
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.
Hu, B. Y., Zhou, Y., Li, K., and Robert, S. (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.
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(February), 1-23.
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.
Abbott, A. (2017). The Future of Expert Knowledge.［安德鲁·阿伯特（2020）。“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。
Abbott, A. (2016). Processual Sociology. Chicago: University of Chicago Press. ［安德鲁·阿伯特（即将出版）。过程社会学。周忆粟 译。北京：北京师范大学出版社。］
Co-PI: Socioeconomic Segregation, School Choice, and Geography of Educational Inequality in Hong Kong (PI: XU Duoduo, Hong Kong University of Science and Technology). Project No. 16600218 (2018 – 2020)
PI: Trends of the academic achievement gap between the rich and the poor: New approaches and applications from multiple data sources (2019 – 2021), Multi-Year Research Grant MYRG2018-00005-FED
PI: Education Finance in China: A Policy Perspective (2018 – 2020), Multi-Year Research Grant MYRG2017-00055-FED