Research Area

Educational Psychology, Social Justice Education, and Teacher Education

Supervisor

Dr. Lee Airton

Biography

Rachel Su, with a BAH in Psychology and a BEd from Queen's University, is a member of the Ontario College of Teachers, specializing in Primary/Junior division education. Her current research explores the impact of stereotype threat and related psychological phenomena on content delivery, pedagogical strategies, and classroom management, with a particular focus on their effects on marginalized pre-service educators. Rachel Su's work sheds light on crucial aspects of teacher education and equity in the classroom.

Research Interests

• Stereotype Threat
• Minority Stress
• TeacherIdentity Theory
• Educational Psychology
• Teacher Education
• Culturally-Responsive Pedagogy

Articles

• You Owe More Than You Think: Academia, Reciprocity, and the Case for Connection
• School to Table: Where Sensors, Seeds, and Sovereignty Converge
• Radical Love and Relational Research
• Bridging Worlds: Dr. Holly Ogden’s Research Connects Rural and Urban Students Through Cultural Literacy
• Scott Compeau on Innovation, Inclusion, and Impact at BGC South East
• Dancing into Community How Movement, Land, and Learning Collided on Environment Day
• From Set to Screen: How an Amplify Grant Is Helping Transform Experiential Learning in Film at Queen’s

Research Area

Special needs education, educational technology.

Supervisor

Dr. Jordan Shurr

Biography

I am a Doctoral Student in the Faculty of Education at Queen’s University, with a background that spans all academic levels in Counselling from the University of Calabar, Nigeria. My research is situated at the intersection of inclusive education, special needs education, and educational technology. I focus on the use of assistive technologies in the learning experiences of students with disabilities, particularly those with intellectual and developmental disabilities.

Driven by a commitment to educational equity and access, my work explores how assistive technologies can bridge systemic gaps and promote inclusive learning in low and medium-income countries. I employ mixed-methods and participatory approaches to engage key stakeholders, including educators, families, policymakers, and advocacy groups across diverse geopolitical regions.

Through interdisciplinary inquiry and community-engaged research, I aim to inform policy and practice that supports sustainable and scalable inclusion in education. My research contributes to global development priorities, including Quality Education, Reduced Inequalities, Industry, Innovation and Infrastructure, and Partnerships for the Goals.

Research Interests

• Assistive technology
• Inclusive education
• Intellectual and developmental disabilities
• Youth violence and suicide prevention

Websites

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