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; 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


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:
Book:
  • 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:
  • CAMERON, C. E., Kim, H., Duncan, R., Becker, D., & McClelland, M. M. (2019). Bidirectional and co-developing associations of cognitive and academic skills during kindergarten. Journal of Applied and Developmental Psychology, 62, 135-144. doi: 10.1016/j.appdev.2019.02.004
  • Kim, H., CAMERON, C. E., Kelly, C. A., West, H., Mashburn, A. J., & Grissmer, D. W. (2018). Using an individualized observational measure to understand children’s interactions in underserved kindergarten classrooms. Journal of Psychoeducational Assessment, 0(0), 0734282918819579. doi:10.1177/0734282918819579
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.
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.
Recent Presentations:
Conferences:
  • CAMERON, C. E., Kenny, S., & Chen, Q. (2021). A mixed methods study of Head Start professionals’ experiences with the Teaching Strategies GOLD®. Paper accepted for presentation 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.;
  • CAMERON, C. E., Kim, H, & Mace, A. (2019). Which direct SEL measures at kindergarten entry explain teachers’ DESSA ratings through first grade? Poster presented at the Inaugural 2019 SEL Exchange, Chicago, IL, October 3/4.;
  • CAMERON, C. E., McClelland, M. M., Miao, A., Bowles, R., Ostrov, J., Geldhof, J. G., & Rates, C. A. (2019). Taking school readiness assessment from research to practice: Preliminary developmental norms for the HTKS. Paper presented in CAMERON, C. E., & McClelland, M. M. (chairs), Beyond the child: Measurement approaches to school readiness that are relevant for early childhood professionals, Society for Research in Child Development (SCRD), Baltimore, RI, USA, March.;
  • McClelland, M. M., CAMERON, C. E., Kim, H., Duncan, R., & Becker, D. R. (2019). The role of executive function and motor skills in academic success among children in the U. S. Paper co-presented in Steinunn Gestdottir (chair), The integration of self-regulation and other school-related competencies in early and long-term educational success, Society for Research in Child Development (SCRD), Baltimore, MD, USA, March.;
Recent Grants:
Grant:
  • 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)
  • 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)
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