Claire E. Cameron

Associate Professor

Learning and Instruction

 572 Baldy Hall
 716-645-4075
 cecamero@buffalo.edu
  http://claireelizabethcameron.com/


Cognitive development in early childhood
Assessment of behavior and cognition
Classroom organization and management
Science communication and public engagement
Role of cognitive processes in learning
Classroom management
Diversity in the classroom

Jump to Publications

Educational Background

  • Ph.D., Combined Program in Education & Psychology, University of Michigan, 2007
  • M. S., Developmental Psychology, University of Michigan, 2005
  • B.A., Honors Psychology, Italian; University of Michigan, 2002

Current Courses

  • LAI 511: Diversity in Early Childhood/Childhood Education
  • LAI 526: Agencies & Services for Young Children
  • LAI 199: Information Overload: Education in 21st Century Learning Environments


* current or former mentored students

*Byers, A. I., Cottone, E. A., & CAMERON, C. E. (in press). From design copying to mathematics in the early childhood classroom. Young Children.

*Byers, A. I., CAMERON, C. E., Ko, M., LoCasale-Crouch, J., & Grissmer, D. W. (in press). What classroom characteristics are associated with whether children improve in visuo-motor integration? Early Education and Development.

*Kim, H., *Duran, C. K., CAMERON, C. E., & Grissmer, D. W. (in press). Developmental relations among motor and cognitive processes and mathematics skills. Child Development.

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

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. doi:10.1037/a0039740

*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.

CAMERON, C. E., Grimm, K. J., Steele, J. S., Castro-Schilo, L., & Grissmer, D. W. (2014). Nonlinear Gompertz curve models of achievement gaps in mathematics and reading. Journal of Educational Psychology, online. 10.1037/edu0000009

*Kim, H., Murrah, W. H., CAMERON, C. E., Brock, L. L., Cottone, E. A., & Grissmer, D. (2014). Psychometric properties of the teacher-reported Motor Skills Rating Scale. Journal of Psychoeducational Assessment. doi: 10.1177/0734282914551536

McClelland, M. M., CAMERON, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The Head-Toes-Knees-Shoulders Task. Frontiers in Psychology, Developmental Psychology. http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00599/abstract

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.

*Ottmar, E.R., Konold, T.R., Berry, R. Q., Grissmer, D.W., & Cameron, C. E. (2013). Evaluating the structure of the mathematics teacher questionnaire: A measure of exposure to mathematics instructional practices and content. Learning Environments Research (17). 127–138. DOI 10.1007/s10984-013-9147-5.

*Ottmar, E. R., Decker, L., Curby, T., CAMERON, C. E., & Rimm-Kaufman, S. E. (2013). Classroom instructional quality, exposure to mathematics instruction, and mathematics achievement in fifth grade. Learning Environments Research. 10.1007/s10984-013-9146-6.

*Ottmar, E. R., Konold, T. R., Berry, R. Q., Grissmer, D. W., & CAMERON, C. E. (2013). Increasing equity and achievement in fifth crade mathematics: The contribution of content exposure. School Science and Mathematics, 113(7), 345-355, from http://onlinelibrary.wiley.com/doi/10.1111/ssm.12035/abstract

Wanless, S. B., McClelland, M. M., Lan, X., Son, S.-H., CAMERON, C. E., Morrison, F. J., et al. (2013). Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China [Electronic Version]. Early Childhood Research Quarterly, 28, 621-633 from http://www.sciencedirect.com/science/article/pii/S0885200613000380

*Baker, C. E., CAMERON, C. E., Rimm-Kaufman, S. E., & Grissmer, D. W. (2012). Family and sociodemographic predictors of school readiness among African American boys in kindergarten. Early Education & Development, 23, 833-854.

CAMERON, C. E., Brock, L. B., Murrah, W. R., Bell, L., Worzalla, S., Grissmer, D. W., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83, 1229-1244.

CAMERON, C. E., Chen, W-B., Cottone, E., Blodgett, J., Mashburn, A. J., Brock, L. L., & Grissmer, D. W. (2012). Preliminary validation of the Motor Skills Rating Scale. Psychoeducational Assessment, 30, 555-566.

CAMERON, C. E. (2012). A transactional model of effective teaching and learning in the early childhood classroom. In Handbook of Early Education (R. Pianta, Ed.), Section II: Instruction and curriculum in early education settings: Impacts on young children’s pre-academic outcomes (L. M. Justice, section editor). New York: Guilford, pp. 278-296.

*Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., CAMERON, C. E., & Peugh, J. L. (2012). The contribution of teachers’ emotional support to children’s socio-emotional skills in first grade. School Psychology Review, 41, 141-159.

McClelland, M. M., &. CAMERON, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives 6(2): 136-142. doi: 10.1111/j.1750-8606.2011.00191.x

McClelland, M., Geldhof, J., Morrison, F., Gestsdóttir, S., CAMERON, C. E., Bowers, E., Duckworth, A., Little, T., & Grammer, J. (2012). Self-regulation swarmed paper, Life Course Research Network, University of California at Los Angeles. http://lcrn.wikispaces.com/self-regulation+final+draft.

CAMERON, C. E., & Morrison, F. J. (2011). Teacher activity orienting predicts preschoolers’ academic and self-regulatory skills. Early Education & Development, 22, 620-648.

CAMERON PONITZ, C. E., & Rimm-Kaufman, S. E. (2011). Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement. Early Childhood Research Quarterly, 26, 157-168.

*Lan, X., LeGare, C., CAMERON PONITZ, C. E., Li, S., & Morrison, F. J. (2011). Investigating the relationship between the subcomponents of executive functioning and academic achievement: A cross-cultural analysis of Chinese and American preschool children. Journal of Experimental Child Psychology, 108, 677-692.

McClelland, M. M., & CAMERON, C. E. (2011). Self-regulation and academic achievement in elementary school. In New directions in child and adolescent development (Special issue): Thriving in childhood and adolescence: The role of self-regulation processes. (133):29-44. doi: 10.1002/cd.302

Wanless, S. B., McClelland, M. M., Acock, A. C, CAMERON PONITZ, C. E., Son, S-H., Lan, X., Morrison, F. J. Chen, J-L., Chen, F-M, Lee, K., Sung, M., (2011). Measuring behavioral regulation in four cultures. Psychological Assessment, 23, 364-378.

Connor, C. M., CAMERON PONITZ, C. E., Phillips, B. M., Glasney, S., Travis, M., & Morrison, F. J. (2010). Teachers’ participation in an individualized instruction intervention and children’s literacy and behavioral regulation gains. Journal of School Psychology, 48, 433-455.

McClelland, M. M., CAMERON PONITZ, C. E., Messersmith, E. M., & Tominey, S. (2010). Self-regulation: The integration of cognition and emotion. In W. F. Overton (Ed.), Life-span development handbook, Volume 1: Cognition, neuroscience, methods (Vol 1, pp. 509-553). New York: Wiley.

Morrison, F. J., CAMERON PONITZ, C. E., & McClelland, M. M. (2010). Self-regulation and academic achievement in the transition to school. In S. Calkins & Bell, M. A., (Ed.), Child development at the intersection of emotion and cognition (pp. 203-224). Washington, DC: American Psychological Association.

CAMERON PONITZ, C. E., Rimm-Kaufman, S. E., Brock, L. L., & Nathanson, L. (2009). Early adjustment, gender differences, and classroom organizational climate in first grade. The Elementary School Journal, 110, 142-162.

Connor, C. M., Morrison, F. J., Fishman, B., CAMERON PONITZ, C. E., Glasney, S., Underwood, P. S., Piasta, S., Crowe, E., & Schatschneider, C. (2009). Back to the future: Contrasting scientific styles in understanding reading: A rejoinder to Willis and Smagorinsky. Educational Researcher, 38, 537-540.

*Curby, T. W., Rimm-Kaufman, S. E., & CAMERON PONITZ, C. E. (2009). Teacher-child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101, 912-925.

*Lan, X., CAMERON PONITZ, C. E., Miller, K., Cortina, K. S., Li., S., Perry, M., & Fang, G. (2009). Keeping their attention: Classroom settings and teacher instructions associated with on-task behavior in first grade mathematics classes in China and the U.S. Early Childhood Research Quarterly, 24, 198-211.

*Matthews, J. S., CAMERON PONITZ, C. E., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101, 689-704.

CAMERON PONITZ, C., McClelland, M. M., *Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral regulation and its relation to kindergarten outcomes. Developmental Psychology, 45, 605-619.

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. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=37331091&si...

Rimm-Kaufman, S. E., & CAMERON PONITZ, C. (2009). Introduction to the special issue on data-based investigations of the quality of preschool and early child care environments. Early Education and Development, 20, 201-210.

Connor, C. M., Morrison, F. J., Fishman, B., CAMERON PONITZ, C., Glasney, S., Underwood, P. S., Piasta, S., Crowe, E., & Schatschneider, C. (2009). The ISI classroom observation system: Examining the literacy instruction provided to individual students. Educational Researcher, 38, 85-99.

CAMERON PONITZ, C., McClelland, M. M., Jewkes, A.M., Connor, C. M., Farris, C. L. & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23, 141-158.

Burrage, M., CAMERON PONITZ, C., Shah, P., McCready, E. M., Sims, B. C., & Morrison, F. J. (2008). Age- and schooling-related effects on executive functions in young children: A natural experiment. Child Neuropsychology,14, 510-524.

CAMERON, C. E., Connor, C. M., Morrison, F. J., & Jewkes, A. M. (2008). Effects of classroom organization on letter-word reading in first grade. Journal of School Psychology, 16, 172-192.

McClelland, M. M., CAMERON. C. E., Wanless, S. B., & Murray, A. (2007). Executive function, behavioral self-regulation, and social-emotional competence: Links to school readiness. In O. N. Saracho & B. Spodek (Eds.), Contemporary perspectives in early childhood education: Social learning in early childhood education (Vol 7, pp. 113-137). Greenwich, CT, USA: Information Age Publishing.

McClelland, M. M., CAMERON. C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947-959.

CAMERON, C. E., & Hagen, J. W. (2005). Women in child development: Themes from the SRCD Oral History Project. History of Psychology, 8(3), 289-316. 10.1037/1093-4510.8.3.289 Retrieved from 10.1037/1093-4510.8.3.289

CAMERON, C. E., Connor, C. M., & Morrison, F. J. (2005). Effects of variation in teacher organization on classroom functioning, Journal of School Psychology, 43, 61-85.