University at Buffalo

Claire E. Cameron

Claire E. Cameron

Associate Professor 10 Months

LEARNING AND INSTRUCTION

Specialty/Research Focus

Early Childhood Education; Achievement; Assessment; Elementary Education; Diversity; Child and Adolescent Development; Cognition; Design and Analysis of Longitudinal Research; Cognitive Psychology; Race, Inequality, and Education; Quantitative Research Methods; Research Methods; Statistical Methods and Applications in Statistical Issues; Social and Emotional Development

Contact Information
574 Baldy Hall
North Campus
Phone: (716) 645-4000
cecamero@buffalo.edu
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Overview Research and Teaching Publications Activities News
Education and Training:
  • PhD, University of Michigan, Education & Psychology (2007)
  • MS, University of Michigan, Psychology (2005)
  • AB, University of Michigan, Honors Psychology (2002)
  • AB, University of Michigan, Italian (2002)
Awards and Honors:
  • Faculty-in-residence, Community Action Organization (CAO-Head Start) of Erie County. Fall 2018.; Mixed methods study: Understanding existing school readiness assessment practices and desired supports at CAO: A Head Start and UB partnership study.; UB GSE; 2018-03-31;
  • Gold medal for best poster, UP-STAT 2016.; Poster title: Kim, H., Duran, C. A. K., CAMERON, C. E., & Grissmer, D. (2016). Longitudinal associations among three cognitive processes and children’s mathematical ability in early elementary school.; Upstate Chapters of the American Statistical Association (UP-STAT), Buffalo, NY, USA.; 2016-04-22;
  • Best poster; Poster title:Min, J., CAMER ON, C. E., & *Morsy, S. (2016). How well do the most popular websites communicate about school readiness? A pilot study using content analysis.; GSE Student Research Symposium 2016; 2016-04-21;
  • Article of the Year in 2009; CAMERON PONITZ, C. E., Rimm-Kaufman, S. E., Grimm, K. J., & *Curby, T. W. (2009). Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review, 38(1), 102-120. https://asu.pure.elsevier.com/en/publications/kindergarten-classroom-quality-behavioral-engagement-and-reading-; National Association of School Psychology; 2010-03-04;
Grants:
Grant:
  • Supporting children’s school readiness through assessment: Developing initial norms for the Head-Toes-Knees-Shoulders (HTKS) task; Foundation and Research Organization; University at Buffalo Innovative Micro-Programs Accelerating Collaboration in Themes (IMPACT); Awarded; (01/25/2018-01/31/2019)
  • Identifying the cognitive mechanisms behind a successful performance feedback intervention for 2nd grade writers.; Foundation and Research Organization; UB Graduate School of Education, Maximizing External Grant Application Success small grants program. (MEGAS).; Awarded; (05/01/2016-08/31/2017)
Sponsored Research:
  • Developing a measure of self-regulation for children at-risk for school difficulty. IES, Goal 5, R305A150192.; Federal; Institute for Education Sciences; Awarded; (07/01/2015-06/30/2019)
  • Developing a measure of self-regulation for children at-risk for school difficulty. IES, Goal 5, R305A150192.; Federal; Institute for Education Sciences; Awarded; (07/01/2015-06/30/2019)
  • Developing a measure of self-regulation for children at-risk for school difficulty. IES, Goal 5, R305A150192.; Federal; Institute for Education Sciences; Awarded; (07/01/2015-06/30/2019)
  • Developmental skills linked to math and science achievement: An interdisciplinary data-intensive approach to identification and improvement through experimental intervention. NSF, DRL, REAL, 1252463.; Federal; National Science Foundation; Awarded; (09/15/2013-08/31/2018)
  • Touch your toes! Developing a new measure of behavioral regulation. IES, Goal 5, R305A100566; Federal; Institute for Education Sciences; Awarded; (06/01/2010-04/30/2015)
Publications:
Book or Monograph:
  • CAMERON, C. E. (2018). Hands on, minds on: How executive function, motor, and spatial skills foster school readiness. New York, NY: Teachers College Press. https://www.tcpress.com/hands-on-minds-on-9780807759097https://www.tcpress.com/hands-on-minds-on-9780807759097
Journal Article:
  • Byers, A. I., Cottone, E. A., & CAMERON, C. E. (2018). From design copying to mathematics in the early childhood classroom. Young Children.
  • Duran, C. A. K., Byers, A., Cameron, C. E., & Grissmer, D. (2018). Unique and compensatory associations of executive functioning and visuomotor integration with mathematics performance in early elementary school. Early Childhood Research Quarterly, 42, 21-30. doi:https://doi.org/10.1016/j.ecresq.2017.08.005
  • Kim, H., & CAMERON, C. E. (2017). Implications of visuospatial skills and executive functions for learning mathematics: Evidence from children with Autism and Williams Syndrome. AERA Open. doi: 10.1177/2332858416675124
  • Kim, H., Duran, C. K., CAMERON, C. E., & Grissmer, D. W. (2017). Developmental relations among motor and cognitive processes and mathematics skills. Child Development online e-pub ahead of print. doi: 10.1111/cdev.12752
  • CAMERON, C. E., Brock, L. L., Hatfield, B. E., Cottone, E. A., Rubinstein, E., LoCasale-Crouch, J., & Grissmer, D. W. (2015). Visuomotor integration and inhibitory control compensate for each other in school readiness. Developmental Psychology, 51 (11), 1529-43. doi: 10.1037/a0039740
  • CAMERON, C. E., Murrah, W. M., Cottone, E. A., & Grissmer, D. W. (2016). How are motor skills linked to children's school performance and academic achievement? Child Development Perspectives, 10 (2), 93-98. doi: 10.1111/cdep.12168
  • Kim, H., Byers, A. I., CAMERON, C. E., Brock, L. L., Cottone, E. A., & Grissmer, D. W. (2016). Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students. Early Childhood Research Quarterly, 36, 379-390. doi: 10.1016/j.ecresq.2016.01.018
  • Kim, H., Murrah, W. H., CAMERON, C. E., Brock, L. L., Cottone, E. A., & Grissmer, D. (2015). Psychometric properties of the teacher-reported Motor Skills Rating Scale. Journal of Psychoeducational Assessment, 33(7), 640-651. doi: 10.1177/0734282914551536
  • Kim, H., Schmidt, K. M., Murrah, W. M., CAMERON, C. E., & Grissmer, D. W. (2015). A Rasch analysis of the KeyMath-3 Diagnostic Assessment. Journal of Applied Measurement, 16 (4), 365-378.
Book Chapter:
  • McClelland, M., Geldhof, J., Morrison, F., Gestsdóttir, S., CAMERON, C., Bowers, E., Duckworth, A., Little, T., & Grammer, J. (2018). Self-regulation. In Halfon, N., Forrest, C. B., Lerner, R. M., & Faustman, E. (Eds.), Handbook of life course health development science. Life Course Research Network, University of California at Los Angeles: Springer.
  • CAMERON, C. E., & Rates, C. A. (2017). Cognitive development. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning. Thousand Oaks, CA, USA: SAGE.
  • McClelland, M. M., Geldhof, J., CAMERON, C. E., & Wanless, S. B. Development and self-regulation. (2015). In W. Overton & P. C. M. Molenaar (Vol Eds.), R. M. Lerner (Series Ed.) Handbook of child psychology and developmental science: Vol. 1. Theoretical models of human development (7th ed.). Hoboken, NJ: Wiley.
Book Review:
  • CAMERON, C. E., & Mace, A. S. (2017). [Review of the book Troublemakers: Lessons in freedom from young children at school, by Carla Shalaby]. Teachers College Press.
Other:
  • CAMERON. C. E., Hirsh-Pacek, K., & Kim, H.* (2018). Meet executive function: How to learn in the age of information overload, Brookings Institute Education Plus Development blog post, March 1, 2018.
  • McClelland, M. M., CAMERON, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., Pratt, M. E., with Bleasdale, J. (2017). Head-Toes-Knees-Shoulders Task: Predicting academic success in early childhood education. Science of Public Engagement and Communication lab research brief. Link: https://health.oregonstate.edu/sites/health.oregonstate.edu/files/hallie-ford/pdf/20170116_frontiers_predicting_academic_success_in_early_childhood_education-research_brief.pdf
  • Rector & Visitors of the University of Virginia. (2017). Implications of visuospatial skills and executive functions for learning mathematics: Evidence from children with Autism and Williams syndrome. CASTL Research Brief. Link: http://curry.virginia.edu/uploads/resourceLibrary/Visuospatialmatn_KimHelyn_112016_hk.pdf
  • Rector & Visitors of the University of Virginia. (2015). A Rasch analysis of the KeyMath3-Diagnostic Assessment. CASTL Research Brief.
  • Rector & Visitors of the University of Virginia. (2015). Visuomotor integration and inhibitory control compensate for each other in school readiness. CASTL Research Brief.
  • Rector & Visitors of the University of Virginia. (2016). Attentional control and visuomotor integration uniquely contribute to children’s successful classroom functioning. CASTL Research Brief.
Presentations:
Conferences:
  • CAMERON, C. E., Kim, H., Duncan, R., Becker, D., & McClelland, M. M. (2017). Bidirectional and co-developing associations of cognitive and academic skills during kindergarten. Paper accepted for presentation in M. M. McClelland (chair), Executive Function Across the Life-Span, Society for the Study of Human Development (SSHD), Providence, RI, USA, October.;
  • Hier, B. O., Mahony, K. E., Biscotto, A. A., LaFlore, A. C., CAMERON, C. E., & Boyd, M. P. (2018, February). Guiding planning during the writing process for elementary-aged students. Poster to be presented at the Annual Convention of the National Association of School Psychologists, Chicago, IL.;
  • Kim, H., CAMERON, C. E., Doromal, J., & Grissmer, D. W. (2017). Patterns of behavioral self-regulation in low-income kindergarten children: Integrating variable- and person-centered approaches. Paper accepted in for presentation in C. Mulcahy (chair), Self-regulation and student-teacher relationships: Variable and person-centered approaches examining connections to development, Society for Research in Child Development Biennial Meeting, Austin, TX, USA, April.;
  • CAMERON, C. E., Kim, H., Duncan, R., Becker, D., & McClelland, M. M. (2016). Improving in EF and visuo-motor integration predicts kindergarten achievement: Evidence from two U. S. states. Poster presented at American Educational Research Association (AERA), Washington, DC, USA, April 10.;
  • Kim, H., CAMERON, C. E., Adams, C., West, H., Mashburn, A., & Grissmer, D. W. (2016). Validating an individualized child observational measure in low-income kindergarten classrooms. Paper accepted for presentation in B. L. Alford (chair), Classroom observations: Instruments, application, and findings, American Educational Research Association Annual Conference, Washington, DC, USA, April 11.;
  • Kim, H., Duran, C. A. K., CAMERON, C. E., & Grissmer, D. (2016). Longitudinal associations among three cognitive processes and children’s mathematical ability in early elementary school. Poster presented at the 5th Annual Joint Conference of the Upstate Chapters of the American Statistical Association (UP-STAT), Buffalo, NY, USA, April 22.;
  • Kim, H., Duran, C., CAMERON, C. E., & Grissmer, D. W. (2016). Developmental relations among three cognitive processes and mathematics achievement in young children. Paper accepted for presentation at the American Educational Research Association (AERA), Washington, DC, USA, April 8.;
  • Mace, A., & CAMERON, C. E. (2016). Are low-income children’s social problem-solving skills associated with the relationship they develop with their kindergarten teacher? Poster presented at GSE Student Research Symposium, Buffalo, NY, USA, April 21.;
  • Min, J., CAMERON, C. E., & Morsy, S. (2016). How well do the most popular websites communicate about school readiness? A pilot study using content analysis. Poster accepted for presentation at the Association for Psychological Science (APS), Chicago, IL, May.;
Invited Lectures:
  • CAMERON, C. E. (2017). Unpacking EF, motor, and spatial skills in early childhood: How foundational cognitive skills support school readiness. University at Buffalo, Department of Psychology, Clinical brown bag. Oct. 31.;
  • CAMERON, C. E., (2015). Foundational cognitive skills in the classroom: How executive function and fine motor skills support young children’s school readiness. University of Connecticut, PreK-3rd Grade Early Childhood Leadership Program, Assessment module, half-day workshop, November 13.;
  • CAMERON, C. E., (2016). Foundational cognitive skills in the classroom: How executive function and fine motor skills support young children’s school readiness. University at Buffalo, Early Childhood Research Center (ECRC) Early Learning & Development series, 2-hour workshop, February 29.;
Activities:
Editorial and Review:
  • Guest Editor, in progress, Early Education & Development, Motor and behavioral skills in self-regulation and schooling outcomes, with Jeffrey Liew and Jeff Lockman
    04/04/2016-07/31/2018
  • Guest Editor, special issue in progress, Early Education & Development, Motor and behavioral skills in self-regulation and schooling outcomes, with Jeffrey Liew and Jeff Lockman
    04/01/2016-06/08/2017
Professional Service:
  • Expert panelist, Social Emotional Climate area, Advancing Innovation, Dissemination, Evidence-based Actions for Schools (IDEAS) for Health, The Colorado Health Foundation
    03/01/2017-06/21/2018
  • University of Connecticut, PreK-3rd Grade Early Childhood Leadership Program. Advisory Board member and Assessment module instructor (consulting).
    08/31/2014-01/31/2019
News:

    Contact Information

    574 Baldy Hall
    North Campus
    Phone: (716) 645-4000
    cecamero@buffalo.edu
    View map

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