University at Buffalo

Claire E. Cameron

Claire E. Cameron

Associate Professor

LEARNING AND INSTRUCTION


Specialty/Research Focus

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

Contact Information
574 Baldy Hall
North Campus
Phone: 716-645-4000
cecamero@buffalo.edu


Education and Training:
  • Certification in The Healing Trauma Program: A Nine-Month Course to Regulate Your Nervous System, Embody Safety, and Become a Healing Presence, The Sounds True Foundation (2022)
  • 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:
  • Mark Twain Award for Hilarity in Education; Learning & Instruction Graduate Student Association, Graduate School of Education, Univ at Buffalo; 2020-05-20;
  • Faculty-in-residence, Community Action Organization (CAO-Head Start) of Erie County. Fall 2018.; UB GSE; 2018-03-31;
  • Gold medal for best poster, UP-STAT 2016.; Upstate Chapters of the American Statistical Association (UP-STAT), Buffalo, NY, USA.; 2016-04-22;
Recent Publications:
Journal Special Issue:
  • Kenny, S. A., CAMERON, Karing, J. T., Ahmadi, A. Braithwaite, P. N., & McClelland, M. M. (2023). A meta-analysis of the validity of the Head-Toes-Knees-Shoulders task in predicting young children’s academic performance. Frontiers in Education, Educational Psychology. [Systematic Review]. https://doi.org/10.3389/fpsyg.2023.1124235
  • CAMERON, C. E., Kim, H., & Doromal, J. B. (2022). Among underserved kindergarteners, behavioral self-regulation most consistently predicts early elementary teachers’ ratings of social-emotional strengths. Frontiers in Education, Educational Psychology [Empirical Study]. 10.3389/feduc.2022.937869
Journal Article:
  • CAMERON, C. E., Kenny, S., & Chen, Q. (2023). How Head Start professionals use and perceive Teaching Strategies GOLD: Associations with individual characteristics including assessment conceptions. Teaching and Teacher Education, 103. doi.org/10.1016/j.tate.2022.103931
  • Kenny, S. A. & CAMERON, C. E. (2022). Using a psychometrically valid instrument to explore early childhood educational professionals’ conceptions of the purposes of assessment. Journal of Early Childhood Teacher Education, 1-22. doi.org/10.1080/10901027.2022.2025959
  • O’Neill, J., CAMERON, C. E., Leone, L., Orom, H. (2021). Financial scarcity is indirectly related to multiple aspects of executive function through stress and the strength of association depends on childhood poverty. Journal of Theoretical Social Psychology, 5, 464-477. https://doi.org/10.1002/jts5.111
Recent Presentations:
Conferences:
  • CAMERON, C. E., O’Neill, J, Leone, L., & Orom, H. (June 14, 2022). How financial scarcity contributes to executive function. Poster accepted for the Society for the Study of Human Development (SSHD) 2021-2022 Conference Series (virtual) (Feb, May, and June 2022).;
  • Cryan, A., Guyker, W., Priore, M., CAMERON, C. E., Gigante, V., & Cook-Cottone, C. (April 28, 2023). The effect of a mindful movement program on motor skills of 5-7-year-old students with special needs: A randomized control study. Poster presented at University at Buffalo Graduate School of Education Student Research Symposium, Buffalo, NY.;
  • CAMERON, C. E., Starke, K. S., McClelland, M. M., & Kwan, T. (May 27, 2022). HTKS-Kids: A tablet-based measure of self-regulation to equitably assess preschoolers. Poster virtually presented at the Association for Psychological Science (APS), Chicago, IL.;
  • Chen, Q., & CAMERON, C. E. (April 21, 2022). “It’s useful but…”: A comparison using positioning theory to study teachers vs. principals’ experiences with Teaching Strategies GOLD®. Poster accepted for presentation at the American Educational Research Association (AERA), San Diego, CA.;
  • Seccia, A., & CAMERON, C. E. (2021). “My teacher said I’m a visual learner:” Educator conceptions of neurocognitive topics. Paper accepted for presentation at the American Educational Research Association (AERA), Orlando, FL, April 9-12.;
Recent Grants:
Grant:
  • Supplement to HTKS-Kids: A feasibility study to gamify the Head-Toes-Knees-Shoulders behavioral self-regulation research assessment; Foundation and Research Organization; The Bill & Melinda Gates Foundation; Awarded; (05/01/2022-04/30/2023)
  • HTKS-Kids: A feasibility study to gamify the Head-Toes-Knees-Shoulders behavioral self-regulation research assessment; Foundation and Research Organization; The Bill & Melinda Gates Foundation; Awarded; (08/15/2021-05/01/2022)
  • Community and technology-based advocacy to enhance healthcare access (pre-proposal planning grant); Foundation and Research Organization; WNY COVID-19 Community Response Fund; Awarded; (09/20/2020-11/05/2020)
  • 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)
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; (07/01/2015-12/30/2021)
Recent Activities:
Professional Service:
  • Editorial Board, Developmental Psychology
    01/01/2021-12/31/2021
  • Guest Editor, Special Issue of Early Education & Development, Motor and behavioral skills in self-regulation and schooling outcomes, with Jeffrey Liew and Jeff Lockman. Issue 7, 2018.
    04/01/2016-06/08/2018
  • University of Connecticut, PreK-3rd Grade Early Childhood Leadership Program. Advisory Board member and Assessment module instructor (consulting).
    08/31/2014-01/31/2019

Contact Information

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