University at Buffalo

Claire E. Cameron

Claire E. Cameron

Associate Professor


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

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:
  • 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;
  • Best poster; GSE Student Research Symposium 2016; 2016-04-21;
  • Article of the Year in 2009; National Association of School Psychology; 2010-03-04;
Recent Publications:
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.
  • 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.
  • McClelland, M. M., Gonzales, C. R., CAMERON, C. E., Geldhof, G. J., Bowles, R. P., Nancarrow, A. F., Merculief, A., & Tracy, A. (2021). The Head-Toes-Knees-Shoulders Revised: Links to academic outcomes and measures of EF in young children [Original Research]. Frontiers in Psychology, 12(3837).
  • 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.
  • Gonzales, C., Bowles, R., Geldhof, J. G., CAMERON, C. E., Tracy, A., McClelland, M. M. (2021). The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects. Early Childhood Research Quarterly, 56, 320-332.
Recent Presentations:
  • 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).;
  • 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.;
  • CAMERON, C. E., Kenny, S., & Chen, Q. (2021). A mixed methods study of Head Start professionals’ experiences with the Teaching Strategies GOLD®. Paper presented at the American Educational Research Association (AERA), (virtual), April 9-12.;
  • 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:
  • 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)
  • Effects of infant egg consumption on child health and cognition development; Foundation and Research Organization; Egg Nutrition Center; Awarded; (10/01/2019-09/30/2021)
  • 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 for Developmental Psychology (APA Journal)
  • Editorial Board, Developmental Psychology
  • 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.
  • University of Connecticut, PreK-3rd Grade Early Childhood Leadership Program. Advisory Board member and Assessment module instructor (consulting).

Contact Information

574 Baldy Hall
North Campus
Phone: 716-645-4000