Office: Math/Psychology 317
Lab: Sondheim 502
Ph.D. – State University of New York at Stony Brook
Area of Study:
Educational/Cognitive Development of Children from Different SES and Ethnicities
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.
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 2019.
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: email@example.com
Graduate Program Affiliation(s):
Applied Developmental Psychology
Leadership roles in the Department/College/University:
Director, Applied Developmental Psychology Graduate program
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