Faculty of Education

Faculty of Education
Faculty of Education

Research Profiles

The Faculty of Education brings together diverse perspectives on education and fosters multidisciplinary expertise. Our research leads to enhanced knowledge and understanding of teaching and learning and progressive changes in educational policies and practices.

Our faculty research profiles are organized by the following fields of study for our Doctor of Philosophy in Education (PhD).

Graduate students in the Faculty of education discussing their research 2016

Curriculum Theorizing

Curriculum theorizing is an inquiry into the social, contextual, and historical facets of teaching and learning. This field extends beyond teaching disciplines and formalized curriculum mandates to explore the conditions that influence the practices of teaching and the emergence of learning. Curriculum theorizing scholars are engaged in curriculum research across the lifespan and across a variety of diverse teaching and learning contexts, whether school-based or non-school-based including community settings and non-governmental organizations.

Educational Studies

This field affords doctoral students the opportunity to work with faculty who are experts in subject disciplines (e.g., Mathematics, Music or English education), or educational foundations (e.g., History, Philosophy or Sociology of Education), teacher education, and equity, diversity, and inclusion in education. Many faculty in Educational Studies take up interdisciplinary theory and research methodologies, and collaborate with faculty members in other disciplines at Queen’s.

Learning & Cognition

This field concerns educational psychology. Current research foci of the researchers involved include learning and development, motivation, social cognition, individual differences in ability, health-related issues, and cognitive processes in learning.


This field addresses learners’ reading and writing, both in first and subsequent languages. It has components in educational psychology, curriculum, and language assessment. Research foci include cognitive processes in reading, reading development, and writing.

Measurement, Assessment, Policy, Leadership and Evaluation (MAPLE)

There is a critical need for educational policy and decision making to be evidence informed. MAPLE represents faculty members who focus on applied inquiry and research related to student, professional and organizational learning and capacity building. More specifically, we are concerned with the measurement of educational outcomes; student growth, assessment, and achievement; policy studies and policy-making; leadership and governance, knowledge translation and mobilization; collaborative inquiry; and, program evaluation for development, improvement, accountability and decision making. Our work explores the meaning of individual, group, classroom, school, and system level data as these are interpreted within political, organizational and cultural contexts in Canada and internationally. Faculty members associated with this specialization include members of the Assessment and Evaluation Group.

Special Education

This field concerns the application of psychological principles to the education of learners with exceptional needs in inclusive settings. Current research foci of the researchers involved include learning disabilities/dyslexia, mathematical disabilities/dyscalculia, and creating appropriate contexts for learners with special education needs.