Andrew Coombs

  • Nov 29
  • 0
  • katyellsworth

As a doctoral student at the Faculty of Education, Queen’s University, Andrew examines how teachers’ beliefs, knowledge, and skills in classroom assessment are shaped by early career experiences. He has been published in Teaching and Teacher Education, Assessment in Education: Principles, Policy & Practice, in addition to 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, Andrew is also the Associate Editor at the Canadian Journal for New Scholars in Education. If you would like to learn more about his research, please visit


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