Ian Cantley
Biographic Data
| ID | 5397690 |
|---|---|
| NAME | Ian Cantley |
| GIVEN NAMES | Ian |
| FAMILY NAME | Cantley |
| SIGNATURE | CANTLEY I |
| AFFILIATIONS | Queen's University Belfast |
| ORCID | 0000-0002-8995-6281 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The possibilities and problematics of school evaluation
To ensure students receive the best possible education, many education systems worldwide have implemented school inspections. These inspections serve as a powerful tool to assess and improve educational standards, and to hold schools accountable for their performance. Despite the prevalence of school inspection, there is a dearth of quantitative evidence from high accountability inspection systems pertaining to teachers’ perspectives on the relat…
Replicable quantitative psychological and educational research
Since the advent of the twenty-first century, science has experienced a crisis pertaining to the replicability of quantitative research findings, which has become known as the ‘replication crisis’. The replication crisis has particularly afflicted research in the behavioural sciences, and psychology in particular. Given the relevance of psychology to education, it is unsurprising that the replication crisis also presents an issue for quantitative…
Framework for analysing continuity in students’ learning experiences during primary to secondary transition in mathematics
The transition from primary to secondary education tends to have deleterious effects on student achievement and motivation in mathematics, and these effects have been significantly linked to lack of curricular and pedagogical continuity at transition. Curricular and pedagogical practices in each phase of schooling are influenced by a number of factors including, for example, teachers’ mathematical knowledge for teaching, and a range of other scho…
The Gender Similarities Hypothesis
The current study involved multilevel analysis of high-stakes examination results (i.e., GCSE) in Northern Ireland to investigate gender differentials in mathematical achievement, whereas most previous research in the area used results from low-stakes tests (i.e., PISA, TIMSS). The analysis supported the gender similarities hypothesis with respect to both overall and content domain-specific mathematical attainment. Similar conclusions were drawn …
Pisa and policy-borrowing
Mathematics achievement in different education systems around the world is assessed periodically in the Programme for International Student Assessment (PISA). PISA is deemed to yield robust international comparisons of mathematical attainment that enable individual countries and regions to monitor the performance of their education systems relative to standards being achieved internationally, with a view to informing their mathematics education p…
How secure is a Newtonian paradigm for psychological and educational measurement
From the early 1900s, some psychologists have attempted to establish their discipline as a quantitative science. In using quantitative methods to investigate their theories, they adopted their own special definition of measurement of attributes such as cognitive abilities, as though they were quantities of the type encountered in Newtonian science. Joel Michell has presented a carefully reasoned argument that psychological attributes lack additiv…
A Quantum Measurement Paradigm for Educational Predicates
The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, …
A Quantum Measurement Paradigm for Educational Predicates
The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, …
Pisa and policy-borrowing
Mathematics achievement in different education systems around the world is assessed periodically in the Programme for International Student Assessment (PISA). PISA is deemed to yield robust international comparisons of mathematical attainment that enable individual countries and regions to monitor the performance of their education systems relative to standards being achieved internationally, with a view to informing their mathematics education p…
How secure is a Newtonian paradigm for psychological and educational measurement
From the early 1900s, some psychologists have attempted to establish their discipline as a quantitative science. In using quantitative methods to investigate their theories, they adopted their own special definition of measurement of attributes such as cognitive abilities, as though they were quantities of the type encountered in Newtonian science. Joel Michell has presented a carefully reasoned argument that psychological attributes lack additiv…
A Quantum Measurement Paradigm for Educational Predicates
The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, …
Pisa and policy-borrowing
Mathematics achievement in different education systems around the world is assessed periodically in the Programme for International Student Assessment (PISA). PISA is deemed to yield robust international comparisons of mathematical attainment that enable individual countries and regions to monitor the performance of their education systems relative to standards being achieved internationally, with a view to informing their mathematics education p…
Framework for analysing continuity in students’ learning experiences during primary to secondary transition in mathematics
The transition from primary to secondary education tends to have deleterious effects on student achievement and motivation in mathematics, and these effects have been significantly linked to lack of curricular and pedagogical continuity at transition. Curricular and pedagogical practices in each phase of schooling are influenced by a number of factors including, for example, teachers’ mathematical knowledge for teaching, and a range of other scho…
The Gender Similarities Hypothesis
The current study involved multilevel analysis of high-stakes examination results (i.e., GCSE) in Northern Ireland to investigate gender differentials in mathematical achievement, whereas most previous research in the area used results from low-stakes tests (i.e., PISA, TIMSS). The analysis supported the gender similarities hypothesis with respect to both overall and content domain-specific mathematical attainment. Similar conclusions were drawn …
Replicable quantitative psychological and educational research
Since the advent of the twenty-first century, science has experienced a crisis pertaining to the replicability of quantitative research findings, which has become known as the ‘replication crisis’. The replication crisis has particularly afflicted research in the behavioural sciences, and psychology in particular. Given the relevance of psychology to education, it is unsurprising that the replication crisis also presents an issue for quantitative…
The possibilities and problematics of school evaluation
To ensure students receive the best possible education, many education systems worldwide have implemented school inspections. These inspections serve as a powerful tool to assess and improve educational standards, and to hold schools accountable for their performance. Despite the prevalence of school inspection, there is a dearth of quantitative evidence from high accountability inspection systems pertaining to teachers’ perspectives on the relat…
Psychology (6 works) · Mathematics education (5 works) · Physics (4 works) · Sociology (4 works) · Epistemology (3 works) · Law (3 works) · Law (3 works) · Mathematics (3 works) · Pedagogy (3 works) · Political science (3 works)