Doctoral Candidate, Queen's University
Managing Editor, Canadian Journal for New Scholars in Education
Graduate Student Rep., Classroom Assessment SIG, AERA
Responsive Assessment Education
Responsive assessment education acknowledges the socially, contextually, and temporally situated natured of teachers classroom assessment practices.
I am well-versed in both variable-centered (e.g., exploratory factor analyses, ANOVA) and person-centered analyses (e.g., latent class analysis) but I'm always eager to learn more.
Initial Teacher Education
Initial teacher education programs need to actively shape the beliefs, knowledge, and practices of teacher candidates to better prepare them for a career within a standards-based, accountability system.
Under the supervision of Dr. DeLuca, my doctoral research examines how teachers' beliefs, literacy, and competence in classroom assessment are shaped by early career experiences.
My research can be found in Teaching and Teacher Education, Assessment in Education: Principles, Policy & Practice, Canadian Journal of Education, and in several non-education journals including PLOS Genetics, Journal of Medical Genetics, Leukemia, and Blood. Along with serving as project manager, research assistant, or statistician on a number of projects, I am also the Managing Editor at the Canadian Journal for New Scholars in Education and the graduate student representative for the Classroom Assessment Special Interest Group (AERA).
If you would like to learn more about my research, the other studies I am involved in, or the graduate program at the Faculty of Education at Queen’s University, don’t hesitate to contact me.