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Susan Sonnenschein, Ph.D.










Contact Information:


Office:       Math/Psychology 317

Phone:      410.455.2361

Fax:          410.455.1055

Lab:          Sondheim 502

Phone:      410.455.3180

Website:   Children and Families, Schooling, & Development Lab 


Ph.D. – State University of New York at Stony Brook

Area of Study:

Educational/Cognitive Development of Children from Different SES and Ethnicities

Research Interests:

My research addresses ways to promote the academic success of children from diverse (race/ethnicity, SES, linguistic) backgrounds.  Although my research considers home and school factors, I am particularly interested in how parental beliefs and practices are associated with children’s academic development.

Courses Taught:

Advanced Child Development (PSYC 407)

Development and Education (PSYC 409)

Cognitive Development (PSYC 651)

Child Assessment (PSYC 721)

Graduate Research and Training Opportunities:

YES: Accepting new ADP graduate students for Fall 2018.

Undergraduate Research and Training Opportunities:

YES:  Undergraduate opportunities available.

Undergraduates can assist with all phases of the research, including coding and analyzing data, library research, interviewing parents/children, assessing children’s competencies. Contact:

Graduate Program Affiliation(s):

Applied Developmental Psychology

Leadership roles in the Department/College/University:

Director, Applied Developmental Psychology Graduate program


Selected Publications:

Sonnenschein, S., Metzger, S.R., Dowling, R., Gay, B., & Simons, C.L., (2016). Extending an effective classroom-based math board game intervention to preschoolers’ homes. Journal of Applied Research on Children, 7(2), 1-29.Sonnenschein, Metzger, Dowling, Gay, & Simons Math Game 1.17

Sonnenschein, S., & Galindo, C. (2015). Race/ethnicity and initial math skills:  Relations between home, classroom, and math achievement. The Journal of Educational Research, 108, 261-277.

Galindo, C., & Sonnenschein, S. (2015). Decreasing the SES math achievement gap:

Initial math proficiency and home learning environments. Contemporary Educational Psychology, 43, 25-38. Galindo & Sonnenschein, 2015 CEP

Sonnenschein, S., Stapleton, L.M., & Metzger, S. R. (2014). What parents know about how well their children are doing In school.The Journal of Educational Research, 107, 152-162.

Sonnenschein, S., Thompson, J. A., Metzger, S. R., & Baker, L. (2013). Relations between preschool teachers’ language and gains in low-income English language learners’ and English speakers’ vocabulary, early literacy and math skills.NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 16, 64-87.

Sonnenschein, S., Baker, L., & Serpell, R. (2010). The Early Childhood Project: A 5-year longitudinal investigation of children’s literacy development in sociocultural context. In D. Aram, & O. Korat (Eds.), Literacy: Development and enhancement across orthographies and cultures (pp.85-96). NY: Springer. sonnenschein, baker, & serpell 2010

Sonnenschein, S., Stapleton, L.M., & Benson, A.(2010). The relation between the type and amount of instruction and growth in children’s reading competencies.  American Educational Research Journal, 47, 358-389. sonnenschein, stapleton, benson 2010 aerj