Jeffrey Buckley
Biographic Data
| ID | 7129525 |
|---|---|
| NAME | Jeffrey Buckley |
| GIVEN NAMES | Jeffrey |
| FAMILY NAME | Buckley |
| SIGNATURE | BUCKLEY J |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0002-8292-5642 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Gender Differences in Mental Rotation and Visualisation Across Adolescence
Spatial ability has been identified as an essential cognitive ability for educational performance broadly in science, technology, engineering, and mathematics (STEM) education. Further, children with higher levels of this ability are more likely to choose STEM educational pathways. It is theorised that a benefit of spatial ability lies in affording young people further capacity to think and reason effectively in diverse problem-solving contexts, …
Verification studies and cumulative knowledge generation in technology and design education research
A comparison of Irish and Swedish technology curricula
Technology education varies significantly across national jurisdictions, reflecting diverse philosophical and historical trajectories. This study presents a comparative analysis of the intended technology curricula for lower secondary education in Ireland and Sweden. Using the three part heuristic framework for technology education, the research examines the distribution of learning outcomes across three categories which consist of technical skil…
Addressing the complexity of spatial teaching
Extensive research has established that spatial ability is a crucial factor for achieving success in Science, Technology, Engineering, and Mathematics (STEM). However, challenges that educators encounter while teaching spatial skills remain uncertain. The purpose of this study is to develop a research framework that examines the interrelationships, barriers, and enablers amongst various educational components, including schools, teachers, student…
A Review of the Valid Methodological Use of Adaptive Comparative Judgment in Technology Education Research
There is a continuing rise in studies examining the impact that adaptive comparative judgment (ACJ) can have on practice in technology education. This appears to stem from ACJ being seen to offer a solution to the difficulties faced in the assessment of designerly activity which is prominent in contemporary technology education internationally. Central research questions to date have focused on whether ACJ was feasible, reliable, and offered broa…
Using Teachers’ Judgments of Quality to Establish Performance Standards in Technology Education Across Schools, Communities, and Nations
The establishment and maintenance of national examination standards remains a serious issue for teachers and learners, whilst the levers of control remain firmly in the hands of Awarding Bodies and supervising politicians. Significantly, holistic assessment presents an agility and collective approach to establishing in the minds of teachers “what is of value” when determining the comparative evidence of pupil performance. It is argued in this pap…
An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education
The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom-based assessments centring on design in the technology subjects, it is paramount that the implementation of design asses…
Exploring the Prototypical Definitions of Intelligent Engineers Held by Irish and Swedish Higher Education Engineering Students
Males are generally overrepresented in higher education engineering. However, the magnitude of this variance differs between countries and engineering fields. Evidence associated with the field-specific ability beliefs hypothesis suggests that perceptions of intelligence held by actors within engineering affects the engagement of underrepresented groups. This study examined perceptions of an intelligent engineer held by undergraduate and postgrad…
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Exploring the Prototypical Definitions of Intelligent Engineers Held by Irish and Swedish Higher Education Engineering Students
Males are generally overrepresented in higher education engineering. However, the magnitude of this variance differs between countries and engineering fields. Evidence associated with the field-specific ability beliefs hypothesis suggests that perceptions of intelligence held by actors within engineering affects the engagement of underrepresented groups. This study examined perceptions of an intelligent engineer held by undergraduate and postgrad…
A Review of the Valid Methodological Use of Adaptive Comparative Judgment in Technology Education Research
There is a continuing rise in studies examining the impact that adaptive comparative judgment (ACJ) can have on practice in technology education. This appears to stem from ACJ being seen to offer a solution to the difficulties faced in the assessment of designerly activity which is prominent in contemporary technology education internationally. Central research questions to date have focused on whether ACJ was feasible, reliable, and offered broa…
Using Teachers’ Judgments of Quality to Establish Performance Standards in Technology Education Across Schools, Communities, and Nations
The establishment and maintenance of national examination standards remains a serious issue for teachers and learners, whilst the levers of control remain firmly in the hands of Awarding Bodies and supervising politicians. Significantly, holistic assessment presents an agility and collective approach to establishing in the minds of teachers “what is of value” when determining the comparative evidence of pupil performance. It is argued in this pap…
An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education
The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom-based assessments centring on design in the technology subjects, it is paramount that the implementation of design asses…
Addressing the complexity of spatial teaching
Extensive research has established that spatial ability is a crucial factor for achieving success in Science, Technology, Engineering, and Mathematics (STEM). However, challenges that educators encounter while teaching spatial skills remain uncertain. The purpose of this study is to develop a research framework that examines the interrelationships, barriers, and enablers amongst various educational components, including schools, teachers, student…
Gender Differences in Mental Rotation and Visualisation Across Adolescence
Spatial ability has been identified as an essential cognitive ability for educational performance broadly in science, technology, engineering, and mathematics (STEM) education. Further, children with higher levels of this ability are more likely to choose STEM educational pathways. It is theorised that a benefit of spatial ability lies in affording young people further capacity to think and reason effectively in diverse problem-solving contexts, …
Verification studies and cumulative knowledge generation in technology and design education research
A comparison of Irish and Swedish technology curricula
Technology education varies significantly across national jurisdictions, reflecting diverse philosophical and historical trajectories. This study presents a comparative analysis of the intended technology curricula for lower secondary education in Ireland and Sweden. Using the three part heuristic framework for technology education, the research examines the distribution of learning outcomes across three categories which consist of technical skil…
Psychology (4 works) · Engineering (3 works) · Mathematics education (3 works) · Science Education and Pedagogy (3 works) · Computer Science (2 works) · Higher education (2 works) · Irish (2 works) · Management science (2 works) · Mathematics (2 works) · Science education (2 works)