Publications

Journal Articles

2022

[30] Delios, A., Clemente, E., Wu, T., Tan, H., Wang, Y., Gordon, M., Viganola, D., Chen, Z., Dreber, A., Johannesson, M., Pfeiffer, T., Generalizability Tests Forecasting Collaboration, & Uhlmann, E.L. (2022). Examining the context sensitivity of research findings from archival data. Proceedings of the National Academy of Sciences, 119(30), 1-9. (Member of Forecasting Collaboration). https://doi.org/10.1073/pnas.2120377119

[29] Panagiotis, P., Gumaelius, L., Buckley, J., & Pears, A. (2022). Engineering students’ perceptions of the role of work industry-related activities on their motivation for studying and learning in higher education. European Journal of Engineering Education. https://doi.org/10.1080/03043797.2022.2093167

[28] Seery, N., Kimbell, R., & Buckley, J. (2022). Using teachers’ judgements of quality to establish performance standards across schools, communities, and nations. Frontiers in Education, 7(806894), 1-8. https://doi.org/10.3389/feduc.2022.806894

[27] Buckley, J., Seery, N., & Kimbell, R. (2022). A review of the valid methodological use of adaptive comparative judgement in technology education research. Frontiers in Education, 7(787926), 1-6. https://doi.org/10.3389/feduc.2022.787926

[26] Buckley, J., Trevelyan, J., & Winberg, C. (2022). Perspectives on engineering education from the world of practice. European Journal of Engineering Education. 47(1), 1-7. https://doi.org/10.1080/03043797.2021.2000694

[25] Buckley, J. (2020). The need to consider the predictive capacity of intelligence and its malleability within design and technology education research. International Journal of Technology and Design Education, 32(1), 1-15. https://doi.org/10.1007/s10798-020-09588-9

[24] Buckley, J., Hyland, T., Gumaelius, L., Seery, N., and Pears, A. (2021) Exploring the prototypical definitions of intelligent engineers held by Irish and Swedish higher education engineering students. Psychological Reports, 125(3), 1397-1437. https://doi.org/10.1177/00332941211000667

[23] Buckley, J., Canty, D., & Seery, N. (2020). An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education. Irish Educational Studies, 41(2), 313-331. https://doi.org/10.1080/03323315.2020.1814838

2021

[22] Buckley, J., Adams, L., Aribilola, I., Arshad, I., Azeem, M., Bracken, L., Breheny, C., Buckley, C., Chimello, I., Fagan, A., Fitzpatrick, D. P., Gomes, G. D., Garza Herrera, D., Grassick, S., Halligan, E., Hirway, A., Hyland, T., Imtiaz, M. B., Khan, M. B., Lanzagorta Garcia, E., Lennon, P., Manaf, E., Meng, J., Mohd Sufian, M. S. Z., Moraes, A., Osterwald, K. M., Platonava, A., Reid, C., Renard, M., Rodriguez Barroso, L. G., Simonassi-Paiva, B., Singh, M., Szank, T., Tahir, M., Vijayakumar, S., Ward, C., Yan, X., Zainol, I., & Zhang, L. (2021). An assessment of the transparency of contemporary technology education research employing interview-based methodologies. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-021-09695-1

[21] Buckley, J., Hyland, T., & Seery, N. (2021). Examining the replicability of contemporary technology education research. Techne Series: Research in Sloyd Education and Craft Sciences. 28(2), 1-9. https://journals.oslomet.no/index.php/techneA/article/view/4264

[20] Dunbar, R., Seery, N., & Buckley, J. (2021). The motivations and perceptions of practicing teachers undertaking technology education research: A work in progress report from an exploratory case study. Techne Series: Research in Sloyd Education and Craft Sciences. 28(2), 10-16. https://journals.oslomet.no/index.php/techneA/article/view/4335

[19] Reid, C., Buckley, J., & Dunbar, R. (2021). Investigating the effect of engineering student’s spatial ability and expertise on general complex problem solving. Techne Series: Research in Sloyd Education and Craft Sciences. 28(2), 72-81. https://journals.oslomet.no/index.php/techneA/article/view/4283

[18] Canty, D., Seery, N., Buckley, J., & Dunbar, R. (2021). A conceptual framework for the assessment of learning in technology classroom based assessments. Techne Series: Research in Sloyd Education and Craft Sciences. 28(2), 213-220. https://journals.oslomet.no/index.php/techneA/article/view/4334

[17] Tierney, W., Hardy, J. H., III., Ebersole, C., Viganola, D., Clemente, E., Gordon, M., Hoogeveen, S., Haaf, J., Dreber, A.A., Johannesson, M., Pfeiffer, T., Chapman, H., Gantman, A., Vanaman, M., DeMarree, K., Igou, E., Wylie, J., Storbeck J., Andreychik, M.R., McPhetres, J., Vaughn, L.A., Culture and Work Morality Forecasting Collaboration, & Uhlmann, E. L. (2021). A creative destruction approach to replication: Implicit work and sex morality across cultures. Journal of Experimental Social Psychology, 93, 104060. (Member of Forecasting Collaboration). https://doi.org/10.1016/j.jesp.2020.104060

[16] Buckley, J., Seery, N., Gumaelius, L., Canty, D., Doyle, A. & Pears, A. (2021). Framing the constructive alignment of design within technology subjects in general education. International Journal of Technology and Design Education. 31(5), 867-883. https://doi.org/10.1007/s10798-020-09585-y

2020

[15] Reid, C., Keighrey, C., Murray, N., Dunbar, R., & Buckley J. (2020). A novel mixed methods approach to synthesize EDA data with behavioral data to gain educational insight. Sensors. 20(23), 6857. https://doi.org/10.3390/s20236857

2019

[14] Seery, N., Kimbell, R., Buckley, J., & Phelan, J. (2019). Considering the relationship between research and practice in technology education: A perspective on future research endeavours. Design and Technology Education: An International Journal, 24(2), 163-174. https://ojs.lboro.ac.uk/DATE/article/view/2586

[13] Buckley, J., Seery, N., & Canty, D. (2019). Investigating the use of spatial reasoning strategies in geometric problem solving. International Journal of Technology and Design Education, 29(2), 341-362. http://doi.org/10.1007/s10798-018-9446-3

[12] Buckley, J., O’Connor, A., Seery, N., Hyland, T., & Canty, D. (2019). Implicit theories of intelligence in STEM education: Perspectives through the lens of technology education students. International Journal of Technology and Design Education, 29(1), 75-106. http://doi.org/10.1007/s10798-017-9438-8

[11] Doyle, A., Seery, N., Canty, D., & Buckley, J. (2019). Agendas, influences, and capability: Perspectives on practice in design and technology education. International Journal of Technology and Design Education, 29(1), 143-159. http://doi.org/10.1007/s10798-017-9433-0

[10] Buckley, J., Seery, N., & Canty, D. (2019). Spatial cognition in engineering education: Developing a spatial ability framework to support the translation of theory into practice. European Journal of Engineering Education, 44(1-2), 164-178. http://doi.org/10.1080/03043797.2017.1327944

[9] Gumaelius, L., Hartell E., Svärdh, J., Skogh, I.B., & Buckley, J. (2019). Outcome analyses of educational interventions: A case study of the Swedish boost of technology intervention. International Journal of Technology and Design Education. 29(4), 739-758. https://doi.org/10.1007/s10798-018-9470-3

[8] Seery, N., Buckley, J., Delahunty, T., & Canty, D. (2019). Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels. International Journal of Technology and Design Education. 29(4), 701-715. https://doi.org/10.1007/s10798-018-9468-x

2018

[7] Buckley, J., Canty, D., White, D., Seery, N., & Campbell, M. (2018). Spatial working memory and neural efficiency in mental rotations: An insight from pupillometry. Engineering Design Graphics Journal, 82(3), 20-32. http://www.edgj.org/index.php/EDGJ/article/view/703

[6] Hyland, T., Buckley, J., Seery, N., Gordon, S., & Canty, D. (2018). Integrating assessment and design activity in engineering education: A proposed synthesis of adaptive comparative judgement and the CDIO framework. Engineering Design Graphics Journal, 82(2), 1-16. http://www.edgj.org/index.php/EDGJ/article/view/683

[5] Buckley, J., Seery, N., Canty, D., & Gumaelius, L. (2018). Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education. International Journal of Educational Research, 90(1), 64-77. https://doi.org/10.1016/j.ijer.2018.05.007

[4] Buckley, J., Seery, N., Power, J., & Phelan, J. (2018). The importance of supporting technological knowledge in post-primary education: A cohort study. Research in Science and Technological Education, 37(1), 36-53. https://doi.org/10.1080/02635143.2018.1463981

[3] Buckley, J., Seery, N., & Canty, D. (2018). A heuristic framework of spatial ability: A review and synthesis of spatial factor literature to support its translation into STEM education. Educational Psychology Review, 30(3), 947-972. http://doi.org/10.1007/s10648-018-9432-z

[2] Buckley, J., & Seery, N. (2018). Balancing curriculum intent with expected student responses to designerly tasks. Design and Technology Education: An International Journal, 23(1), 26-39. https://ojs.lboro.ac.uk/DATE/article/view/2302

[1] Buckley, J., Seery, N., & Canty, D. (2018). Heuristics and CAD modelling: An examination of student behaviour during problem solving episodes within CAD modelling activities. International Journal of Technology and Design Education, 28(4), 939-956. http://doi.org/10.1007/s10798-017-9423-2

Reports

2021

[2] Hyland, T., Dunbar, R., Murray, N., & Buckley, J. (2021). Spatial skills development for industrial training. Report commissioned by First Polymer Skillnet Ireland.

2019

[1] Canty, D., Buckley, J., & Seery, N. (2019). Research paper on features of skills development in technology education. Report commissioned by the National Council for Curriculum and Assessment (NCCA) with respect to the reform of technology subjects in the Irish Junior Cycle.