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Lynch School of Education

Penny Hauser-Cram

professor and department chair
counseling, developmental, and educational psychology department

Penny Hauser-Cram


Campion Hall
Room 239B


Curriculum Vitae (PDF)



Ed.D., Harvard University


Longitudinal investigations of children, youth, and families; children and adolescents with developmental disabilities; children and adolescents living in poverty; effects of early education



Distinguished Faculty Award, Golden Key International Honour Society

Visiting Scholar, Department of Psychology, Trinity College, Dublin

Rev. J. R. Trzaska, SJ, Award, Boston College

Award for Excellence in Research, Boston Institute for the Development of Infants and Parents

Summer Fellow, Society for Research in Child Development Institute on Social Policy

Co-Chair of Editorial Board, Harvard Educational Review

Selected Books/Monographs

Hauser-Cram, P. Warfield, M.E., Shonkoff, J. P., & Krauss, M. W. with Sayer, A. & Upshur, C.C. (2001). Children with disabilities:  A longitudinal study of child development and parent well-being.  Monographs of the Society for Research in Child Development, 66 (3, Serial No. 266).

Hauser-Cram, P., Pierson, D., Walker, D. K., & Tivnan, T. (1991). Early education in the public schools: Lessons from a comprehensive birth-to-kindergarten program. San Francisco: Jossey-Bass.


Selected Journal Articles

Mitchell, D.B., & Hauser-Cram, P. (2010).  Early childhood predictors of mothers' and fathers' relationships with adolescents with developmental disabilities.  Journal of Intellectual Disabilities, 54(6), 487-500.

Hauser-Cram, P. (2009).  Education from one generation to the next:  Mechanisms of mediation. Merrill-Palmer Quarterly, 55 (3), 351-360.

Hauser-Cram, P., Durand, T.M., & Warfield, M.E. (2007).  Early feelings about school and later academic outcomes of children with special needs living in poverty.  Early Childhood Research Quarterly, 22, 161-172.

Hauser-Cram, P., Sirin, S. R., & Stipek, D. J.  (2003). When teachers’ and parents’ values differ: Teachers’ ratings of academic competence in children from low-income families. Journal of Educational Psychology, 95, 813-820.

Hauser-Cram, P., Warfield, M.E., Krauss, M.W., Shonkoff, J.P., Upshur, C.C., & Sayer, A. (1999). Family influences on adaptive behavior in young children with Down syndrome. Child Development, 70, 979-989.


Selected Book Chapters

Hauser-Cram, P., Cannarella, A., Tillinger, M. & Woodman, A. (in press).  Disabilities and development.  In R.M. Lerner, A. Easterbrooks, & J. Mistry (Vols. Eds.), Handbook of psychology, Vol. 6, Developmental psychology (2nd ed.). Hoboken, NJ: Wiley.

Hauser-Cram, P., & Mitchell, D.B. (in press). Early childhood education.  In S. Graham (Vol. ed), Handbook of Educational Psychology.  Washington, DC: American Psychological Association.

Hauser-Cram, P., Howell-Moneta, A.N., & Young, J.M. (2011).  Dyadic interaction between mothers and children with Down syndrome or Williams syndrome:  Empirical evidence and emerging agendas.  In J. Burack, R.M. Hodapp, G. Iarocci, & E. Zigler (Eds.), Oxford Handbook of intellectual disabilities and development (2nd ed., pp. 318-333). New York:  Oxford University Press.

Hauser-Cram, P., Krauss, M.W., & Kersh, J. (2009).  Adolescents with developmental disabilities and their families. In R.M. Lerner & L. Steinberg (Eds.), Handbook of adolescent pyschology (pp. 589-617).  New York: Wiley.

Hauser-Cram, P., & Warfiled, M.E. (in press).  Early intervention services.  In Carey, W., Crocker, A. et al. (Eds.), Behavioral-developmental pediatrics (4th Ed.). (pp. 923-932). Philadelphia:  Elsevier.

Hauser-Cram, P., Warfield, M.E., Stadler, J., & Sirin, S.R. (2006). School environments and the diverging pathways of student living in poverty. In A. Huston & M. Ripke (Eds.), Middle childhood: Contexts of Development. (pp. 198-217). New York: Cambridge University Press.


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