Curriculum Vitae stephen t. Peverly home Office




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Curriculum Vitae
STEPHEN T. PEVERLY

Home Office

42 Chestnut Ridge Way Box 120

Dobbs Ferry, NY 10522 Teachers College

Columbia University

525 W. 120th Street

New York, NY 10027

(212) 678-3084

peverly@exchange.tc.columbia.edu


Education
1983 The Pennsylvania State University Ph.D. in Educational Psychology University Park, PA Spec.: Cognition & Instruction

1976 State University of New York at Albany M.S. in Educational Psychology Albany, NY Specializations in Child Dev /

Tests and Measurement

1976 State University of New York at Albany Ed.S. in School Psychology

1973 Manhattan College BA in Psychology

Professional Experience
2004-Date Universidad del Norte, Baranquilla, Colombia

Honorary Professor of Cognition and Education


1992-Date Teachers College, Columbia University

Program Director, School Psychology


1993-1995 Teachers College, Columbia University

Program Director, Remedial Reading


1992-Date Teachers College, Columbia University

Associate Professor of Psychology and Education


1986-1992 Teachers College, Columbia University

Assistant Professor of Psychology and Education

1983-1986 University of Pittsburgh

Adjunct Assistant Professor of Educational Psychology


1983-1986 University of Pittsburgh

Post-doctoral Fellow, Learning Research and Development Center


1976-1979 Sutton Massachusetts Public Schools

School Psychologist

1977-1978 Sutton Massachusetts Public Schools

Title I Director

1978-1978 Massachusetts Council for Children

Regional Board Member & State Level Committee Member


1974-1975 St. Catherine's Albany, NY; St. Agatha's, Nanuet, NY

Child Care Worker


Professional Activities
Member, American Psychological Association (APA)

(Divisions of Educational Psychology; School Psychology)


Member, National Association of School Psychologists (NASP)
Member, Society for the Study of School Psychology (SSSP)
Member, American Educational Research Association (AERA)

(Divisions of Learning & Instruction; Teaching & Teacher Education)


Member, American Psychological Society (APS)
Member, School Psychologists Educators Council of New York State (SPECNYS);

Secretary, SPECNYS (1991-1992);


President, SPECNYS (1994-1995)
Member, Council of Directors of School Psychology Programs (CDSPP)
Executive Board Member, CDSPP (2005-2008)
Secretary, CDSPP (2006-2008)
CDSPP representative to the Council of Specialties (this council represents all of the applied psychological disciplines represented by APA: clinical, counseling and school psychology)
Member, NYC School Psychology Consortium (NYC-SPC)
Member, Editorial Board, Psychology in the Schools
Ad hoc reviews: Human Development, Journal of Educational Psychology

European Journal of Cognitive Psychology, Review of Educational Research

Consultant: (a) The New York State Board of Bar Examiners (1996-1999; evaluated evidence presented by applicants to the Bar claiming a learning disability), (b) The Beginning with Children Foundation (design of regular and special education programs 1995-1999), (c) Legal Services for New York City—Legal Support Unit (presentation on how to improve reading curricula), (d) the Horace Mann School (helped them to design a learning disabilities policy; give occasional presentations on the relationship of law and psychology to disabilities); (e) Advocates for Children (consultant to the Jose P. plaintiffs regarding the retraining of school psychologists in New York City, 2003-present); (f) Office of Special Education, New York City Department of Education (contributed information to the manual being created to help re-train school psychologists in New York City); and (g) Legal Services for Children (expert witness for the lawyer representing a high school student from Washington Heights)


Designated as Catalyst Scholar, Annual Meeting of the National Association of School Psychologists (Toronto, 2003)
Member, Advisory Board, Ph.D. in Cogntion and Education; MA in Math Education, Universidad del Norte, Barranquilla, Colombia.
Research and Grant Support
Summer 2002 Member, Team of Psychologists and Educators that Visited China; Sponsored

by the Fulbright Program; Purpose—To Establish Research Collaborations

between The U.S. and China.
1991-2004 Principal Investigator, Early Identification and Prevention Program, The

Yonkers Public Schools (1991-1996--$30,000 per year; 1996 to present—

$10,000 per year).


    1. Principal Investigator, Saloman Brothers Robeson High School Partnership

($30,000 per year).
Summer 1991 Deans Summer Research Grant for Untenured Faculty, $5,000.
Spring 1991 Co-Principal Investigator, Early Identification and Prevention Program:

Planning Grant, Yonkers Public Schools ($3,000).


1987-1991 Co-Principal Investigator, Fisher-Landau Foundation ($750,000): Evaluation

and implementation of a program for special needs bright children.


1987-1989 Co-Principal Investigator, U.S. Department of Education: Office of Special

Education and Rehabilitation Services ($250,000).




    1. Grant-in-Aid of Research, Sigma Xi ($1,000).


Certifications/Licensure

School Psychologist Certificate (permanent form), New York; Massachusetts


Licensed Psychologist, New York (# 011690-1)
Publications in Refereed Journals
Peverly, S. T., Ramaswamy, V., Brown, C., Sumowski, J., Alidoost, M., & Garner, J. (revise and resubmit). Skill in Lecture Note-taking: What Predicts? Journal of Educational Psychology.
Zhou, Z., Peverly, S. T., & Xin, T. (in press). Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers. Contemporary Educational Psychology.
Han, Z. H, & Peverly, S. T. (in press). Input processing: A study of ab initio learners with multilingual backgrounds. International Journal of Multiculturalism.
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.
Moy, R., & Peverly, S. T. (2005). Perceptions of mathematics curricula and teaching in China. Psychology in the Schools, 42, 251-258.
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.
Zhou, Z., & Peverly, S. T. (2005). Introduction to the special issue on culture and psychology: Fulbright Psychologists and Educators in China. Psychology in the Schools, 42, 229-231.
Zhou, Z., Peverly, S. T. (2005). Teaching addition and subtraction to 1st graders: A Chinese perspective. Psychology in the Schools, 42, 259-272.
Benuck, M. & Peverly, S. T. (2004). The effect of orthographic depth on reliance upon semantic context for oral reading in English and Hebrew. Journal of Research in Reading, 27, 281-299.
Zhou, Z., & Peverly, S. T. (2004). Within- and across cultural variations in children’s understanding of distance, time, and speed interrelations: A follow-up study. Journal of Genetic Psychology, 165, 5-27.
Paradis, L. M., & Peverly, S. T. (2003). The effects of knowledge and task on students' peer-directed questions in modified cooperative learning groups. The Child Study Journal, 33, 117-139.
Peverly, S. T., Brobst, K., Graham, M., & Shaw, R. (2003). College Adults are not Good at Self-Regulation: A study on the Relationship of Self-regulation, Note-taking, and Test-taking. Journal of Educational Psychology, 95, 335-346.
Zhou, Z., & Peverly, S. T. (2003). Foreward to the special issue: Psychoeducational and psychosocial functioning of Chinese children. Psychology in the Schools, 40, 1-4.
Zhou, Z., & Peverly, S. T., Xin, T., Huang, A. S., & Wang, W. (2003). School adjustment of first-generation Chinese-American adolescents. Psychology in the Schools, 40, 71-84.
Peverly, S.T., Brobst, K.E. & Morris, K. (2002). The contribution of reading comprehension ability and meta-cognitive control to the development of studying. Journal of Research in Reading. 25, 203-216.
Peverly, S. T., Wood, R. (2001). The effect of adjunct questions and feedback on improving the reading comprehension of learning disabled adolescents. Contemporary Educational Psychology, 26, 25-43.
Zhou, Z., Peverly, S. Boehm, A., Chongde, L.. (2000). American and Chinese children’s understanding of distance, time, and speed interrelations. Cognitive Development, 15, 215-240.
Peverly, S. T., & Kitzen, K. R. (1998). Curriculum-based assessment of reading skills: Considerations and caveats for school psychologists. Psychology in the Schools, 35, 29-47.
Peverly, S. T. (1994). An overview of the potential impact of cognitive psychology on school psychology. School Psychology Review, 23, 292-309.
Kelly, M. S. & Peverly, S. T. (1992). The ability of the Kindergarten Screening Battery to predict first and second grade academic performance. Journal of School Psychology, 30, 245-258.
Peverly, S.T. (1991). Problems with the knowledge-based explanation of memory and development. Review of Educational Research, 61, 71-93.
Wang, M.C., & Peverly, S.T. (1986). The self-instructive process in learning contexts. Contemporary Educational Psychology, 11, 370-404.
DiVesta, F.J., & Peverly, S.T. (1984). The effects of encoding variability, processing activity, and rule-examples sequence on the transfer of conceptual rules. Journal of Educational Psychology, 76, 108-119.
Wang, M.C., Peverly, S.T., & Randolph, R.F. (1984). An investigation of the implementation and effects of a full-time mainstreaming program. Journal of Special and Remedial Education, 5, 21-32.
Edited Volumes
Zhou, Z., & Peverly, S. T. (2005). Culture and Psychology; Fulbright Psychologists and Educators in China [Special Issue]. Psychology in the Schools.
Zhou, Z., & Peverly, S. T. (2003). Psychoeducational and psychosocial functioning of Chinese children [Special Issue]. Psychology in the Schools, 40 (1).
Chapters
Saigh, P. A., Brassard, M., & Peverly, S. (2004). Cognitive behavioral interventions for children and adolescents with PTSD. In S. Taylor (Ed). Advances in the treatment of posttraumatic stress disorder: Cognitive behavioral perspectives (pp. 243-263). New York: Springer.
Wang, M.C., Peverly, S.T. & Catalano, R. (1987). Integrating special needs students in regular classes: Programming, implementation, and policy issues. In J. Gottlieb & B. W. Gottlieb (Eds.), Advances in special education (Vol. 6, pp. 119-149). Greenwich, CT:JAI Press, Inc.
Wang, M.C., & Peverly, S.T. (1986). The role of the learner: An individual difference variable in school learning and functioning. In M.C. Wang, M.C. Reynolds, & H.J. Walberg (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergammon.

In Preparation

Graham, M. J., Higgins, E. T. & Peverly, S. T. Regulatory focus effects on text comprehension.


Peverly, S. T. Instruction Based Assessment. In S. Rosenfield & V. Berninger (Eds.), Implementing Evidence Based Academic Interventions for All Students.
Peverly, S. T., Ramaswamy, V. & Brown, C. The implications of cognitive psychology for School Psychology.
Research Reports
Kelly, M. S., Peverly, S. T., & Morduch, S. (1991). The evaluation of the Fisher-Landau Program at Friends Seminary. Research Report No. 4. The Fisher-Landau Foundation.
Peverly, S. T., Boehm, A. E., Kelly, M. S., & Morduch, S. J. (1991). The Dalton Kindergarten Screening Battery: Final Report. Research Report No. 5. The Fisher-Landau Foundation.
Peverly, S. T., Kelly, M. S., & Morduch, S. J. (1991). The evaluation of the Fisher-Landau program at the Dalton and Collegiate schools. Research report No. 3. The Fisher-Landau Foundation.
Peverly, S.T., Paradis, L., & Kelly, M.K. (1990). Evaluation of the predictive validity of the Dalton Kindergarten Screening Battery. Research report No.2. The Fisher-Landau Foundation.
Boehm, A., Ginsburg, H., Kelly, M., & Peverly, S. (1989). A processing approach to assessment and intervention for learning disabled children and youth: A video-based training package for school psychologists. Final report to the Office of Special and Rehabilitation Services, Washington, DC.
Peverly, S.T. (1989). Final report: An evaluation of the predictive validity of the Collegiate Screening Battery. Research report No.1. The Fisher-Landau Foundation.
Kelly, M.K., & Peverly, S.T. (1989). Informal assessment of the cognitive components of reading. Presented at the annual meeting of the National Association of School Psychologists, Boston.
Presentations and Posters (Refereed)
Reddington, L., Sumowski, J., Johnson, K., & Peverly, S. T. (2006, May). Gender differences and expertise in lecture note-taking. To be presented at the annual meeting of the Association for Psychological Science, New York, NY.
Peverly, S. T. (2005). Expertise in lecture notetaking. Included in a symposium, Contribution of Cognitive and Neuropsychological Processes to Response to Instruction. Presented at the annual meeting of the American Psychological Association, Washington, DC.
Peverly, S. T. (2004, Chair). Evolution of Curriculum-Based Measurement (CBM) to Instruction-Based Assessment (IBA): Rethinking Identification and Prevention of Learning Disability. Symposium presented at the annual meeting of the American Psychological Association.
Peverly, S. T. (2004). Teachers’ Knowledge and Student Achievement. Paper presented at the annual meeting of the American Psychological Association.
Ramaswamy, V, Brown, C & Peverly, S. T. (2003). Expertise in lecture notetaking. Presented at the annual meeting of the American Psychological Society, Atlanta, GA.
Zhou, Z., Xin, T., & Peverly, S. T. (2001). Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers. Paper presented at the annual meeting of the American Psychological Association.

Hutchinson, K. T., Kirk, U., & Peverly, S. T. (1999). Affective processing and social skills functioning in children with ADHD. Paper presented at the annual meeting of the American Psychological Association. Clinical Neuropsychologist, 13 (2), 222-222 May, 1999.


Brobst, K., Graham, M., Shaw, R., & Peverly, S. (1998). Skill in notetaking: Are all texts created equal? Poster presented at the Annual Meeting of the American Educational Research Association.
Peverly, S., Brobst, K., Shaw, R., & Graham, M. (1998). Relationship of Verbal Ability, Note-Taking Activities, Test Type, and Monitoring of Learning to Test Performance. Poster presented at the annual Meeting of the American Psychological Society.
Zhou, Z., Peverly, S. T., Boehm, A. E. & Lin, C. D. (1998). Role of instruction in children’s understanding of distance, time, and speed interrelations. Poster presented at the 106th Annual convention of the American Psychological Association, San Francisco, CA.
Benuck, M. B., & Peverly, S. T. (1997). The effect of semantic context upon oral reading of unvoweled Hebrew. Poster presented at the Annual Meeting of the American Educational Research Association.
Brobst, K., & Peverly, S. T. (1997). Should you read the text before you go to class? Poster presented at the Annual Meeting of the American Educational Research Association.
Zhou, Z, Boehm, A., Peverly, S., Ginsburg, H., & Lin, C. D. (1996). Children's understanding of time, distance, and speed interrelations: A cross-cultural study. Poster presented at the annual meeting of the International Congress of Psychology.
Paradis, L., & Peverly, S. T. (1993). The effects of knowledge and task on students' questions in modified learning groups. Poster presented at the annual meeting of the American Educational Research Association.
Peverly, S. T., Brobst, K. E., & Morris, K. (1991). The relationship among ability, metacognitive regulation, and metacognitive reflection in seventh grade students' study skills. Paper presented at the annual meeting of the American Educational Research Association.
Peverly, S.T., Brobst, K.E., & Morris, K. (1990). A preliminary investigation of the relationship among performance, ability and metacognition in studying. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Peverly, S.T., Brobst, K.E., Morris K. (1990). The assessment of academic studying. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Peverly, S.T. (1989). Chair, Learning strategies for scientific material: Knowledge maps and mnemonics. The annual meeting of the American Educational Research Association, San Francisco.
Peverly, S.T. (1988). One perspective on the relationship of cognition to assessment. Paper presented at the annual meeting of the National Association of School Psychologists, Chicago.
Peverly, S.T., Wang, M.C., & Gabriele, A. (1987). The study of metacognition and school learning: Review of research methodology. Presented at the annual meeting of the American Educational Research Association, Washington.
Wang, M.C., & Peverly, S.T. (1986). The self-instructive process in classroom learning contexts. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Dytman, J. A., Peverly, S. T., & Wang, M. C. (1985). An investigation of the role of the learner in LOGO learning environments. Paper resented at the annual meeting of the American Educational Research Association.
Peverly, S.T., Randolph, R.F., & Wang, M.C. (1985). Implementation of an innovative program: A case study. Paper resented at the annual meeting of the American Educational Research Association, Chicago.
Invited Presentations
Peverly, S. T. (2006). The effects of teachers’ quality on elementary students’ mathematical performance. Colombian congress on the study of children’s mathematical thinking. Universidad del Norte, Barranquilla, Colombia.
Peverly, S. T., & Zhou, Z., (2003). Cross and within-cultural variations in children’s mathematical understanding of distance, time, and speed interrelations: Evidence from China and the U.S. International Conference on Chinese Education, Teachers College, Columbia University.
Peverly, S. T. (1996). The future of the training of doctoral-level school psychologists. Paper presented at the Annual Meeting of the American Psychological Association.
Courses Taught
Individual Psychological Testing

Psychology of Memory

Reading Comprehension and Study Skills

Professional and Ethical Functions for School Psychologists

Seminar in Consultation

Seminar in Consultation and Evaluation in Reading

Seminar in Cognitive Processes

Research in Applied Educational Psychology: Cognitive Processes Related to Studying




College Service
-Program Director (1992-present)

-Faculty Salary Committee (1988 to 1996; 2002-to 2005)

-Minority Fellows (1992-1996)

-Continuing Education Advisory Board (1992-1994)

-Committee on Student Petitions for Exemptions from College Requirements (1990-1994)

-Health and Safety Committee (1993-1995)

-Research Methods Exam Committee, Member (1986-1996); Chair, (1996-to present)

-School Psychology Faculty Search Committee (1988-1990; 1992-1995; 1998-1999, 2000-2003)

-Developmental Psychology Faculty Search Committee (1990-1992)

-Developmental Psychology Faculty Search Committee (2005-2006)

-Reading Faculty Search Committee (1993-1995)

-Counseling Psychology Faculty Search Committee (1995-1997)

-Health and Behavior Studies Search committee (1998-1999)

-International Students Scholarship Committee (1990 to 1997)

-Committee on the Appointment of Tenure (1996-1999)

-Committee on Access for Individuals with Disabilities (2002 to 2005)

-Spencer Research and Training Grant-Evaluation Evaluation Committee (2003-2004)

-Clinical Psychology Faculty Search (Fall, 2004-Spring, 2005)

-Conflict of Interest/Intellectual Property Committee (Fall, 2004-Spring, 2005)

-Faculty Executive Committee—Personnel subcommittee (2005-2007)


Accrediation Activities
-1987: Preparation of APA Self Study and Site Visit for the Doctoral Program

-1988: Preparation of APA Self Study and Site Visit for the Doctoral Program

-1992: Preparation of APA Self Study and Site Visit for the Doctoral Program

-1997: Preparation of APA Self Study and Site Visit for the Doctoral Program

-2000: Preparation of APA Self Study and Site Visit for the Doctoral Program

-2002: NASP accreditation report for the Ed.M Program

-2004: NASP accreditation report for the Ed.M Program

-1988-present: Annual APA reports

-2002: Renewal of license qualifying status of the Ed.D. program

-2003: Renewal of license qualifying status of the Ph.D. program








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