Publications

List of all publications below.
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Publications Intro

I am currently working on:

  • I am lead author, supported by Dr Rebecca Morris, for a forthcoming book reviewing and reframing the research field of Educational Effectiveness and Improvement for Open University Press/McGraw-Hill
  • Several individual and collaborative papers on topics including:
    • Covariate selection for school value-added measures (methodical piece)
    • Links between ethnicity and academic achievement (quantitative analysis)
    • School effects on pupil attitudes to learning and school (quantitative analysis)
    • Systematic review of feedback in higher education (collaborative review piece)
    • Educational disadvantage and academic attainment (collaborative review)
    • Mixed review methodology (methodological piece)
    • Statistical, scientific and practical modes of inference and uncertainty (methodological piece)
    • Pupil mobility across schools and academic performance (collaborative review and quantitative analysis)
    • school mobility and academic achievement, pupil attitudes to learning and school, performance by socio-economic status and ethnicity in Birmingham, a systematic review of feedback in Higher Education, and inference and uncertainty in education data.

Peer Reviewed Journal Papers

JØRGENSEN, C., DOBSON, G. & PERRY, T. (2021) Understanding School Mobility and Mobile Pupils in England. British Educational Research Journal. Early view version: https://doi.org/10.1002/berj.3718

PERRY, T., DAVIES, P., & BRADY, J. (2020). Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching. Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2020.1752619

JØRGENSEN, C., DOBSON, G. & PERRY, T. (2020) Migrant children with Special Educational Needs in European Schools – a review of current issues and approaches. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2020.1762988

DAVIES, P., DIAMOND, C. & PERRY, T., (2019). Implications of autonomy and networks for costs and inclusion: Comparing patterns of school spending under different governance systems. Educational Management Administration & Leadership. https://doi.org/10.1177/1741143219888738

PERRY, T. (2019). ‘Phantom’ compositional effects in English school value-added measures: the consequences of random baseline measurement error. Research Papers in Education, 34(2), 239-262. https://doi.org/10.1080/02671522.2018.1424926

MORRIS, R. & PERRY, T. (2019) Private schools for free? Parents’ reasons for choosing a new Free School for their child. Cambridge Journal of Education, 49(5), 535-552. https://doi.org/10.1080/0305764X.2019.1571561

PERRY, T., DAVIES, P. & QIU, T. (2018). Great grade expectations? The role of pupil expectations in target setting. International Journal of Educational Research, 89, 139-152. https://doi.org/10.1016/j.ijer.2017.10.010

PERRY, T. (2017). Inter-method reliability of school effectiveness measures: a comparison of value-added and regression discontinuity estimates. School Effectiveness and School Improvement, 28(1), 22-38. http://dx.doi.org/10.1080/09243453.2016.1203799

MORRIS, R. & PERRY, T. (2017). Reframing the English grammar schools debate. Educational Review, 69(1), 1-24. http://dx.doi.org/10.1080/00131911.2016.1184132

PERRY, T. (2016). English value‐added measures: Examining the limitations of school performance measurement. British Educational Research Journal, 42(6), 1056-1080. http://dx.doi.org/10.1002/berj.3247

Selected Reports

JØRGENSEN, C., DOBSON, G. & PERRY, T. (2021). Supporting Migrant Children with Special Educational Needs. Project Report. Available: https://www.birmingham.ac.uk/documents/college-social-sciences/education/publications/migrant-children.pdf

PERRY, T., FINDON, M., CORDINGLEY, P., BRAIM, B., DAVISON, I., WHATMORE, T., COTTLE, D., ANBREEN, N., CRISP, B. (2020) Teacher Education Modality Rapid Review: Modes, Affordances and Evidence on Remote and Blended Initial and Continuing Teacher Education. STEM Learning. Available: https://www.stem.org.uk/news-and-views/news/remote-blended-education

DAY-ASHLEY, L., SKINNER, R., MEYER, A., & PERRY, T. (2020) Private Education and Disadvantaged Children in India: A literature review of three models of private school provision. Save the Children. Available: https://resourcecentre.savethechildren.net/library/private-education-and-disadvantaged-children-india-literature-review-three-models-private

PERRY, T., MORRIS, R., & ABDI, S. (2020) Aimhigher Plus West Midlands Maths Outreach Project – Evaluation Report, Short Report and Executive Summary. Available on request.

CUREE (2019). Teacher Development Fund: Embedding learning through the arts in the primary curriculum. Paul Hamlyn Foundation. Retrieved from https://www.phf.org.uk/publications/teacher-development-fund-pilot-programme-2016-18-evaluation/

CORDINGLEY, P., CRISP, B., JOHNS, P., PERRY, T., CAMPBELL, C., & BELL, M. (2019) Constructing Teachers’ Professional Identities. Available: https://issuu.com/educationinternational/docs/2019_ei_research_constructing_teach

CUREE (2018). Teacher Development Fund: Year 1 Pilot Evaluation Report. Paul Hamlyn Foundation. Retrieved from https://www.phf.org.uk/publications/teacher-development-fund-year-1-pilot-evaluation/

PERRY, T., CORDINGLEY, P., JOHNS, P., & BRADBURY, M. (2018) International Review of Teacher Evaluation Systems: Executive Summary, Main Report, Technical Report and System Case Studies. Prepared for the Inter-American Development Bank (IDB).

CORDINGLEY, P., GREANY, T., CRISP, B., SELEZNYOV, S., BRADBURY, M., & PERRY, T. (2018). Developing Great Subject Teaching: Rapid Evidence Review of Subject-Specific Continuing Professional Development in the UK. Wellcome Trust. Retrieved from http://www.curee.co.uk/node/5032

KING, M., AGBOOLA, K., PERRY, T. and BRADBURY, M. (2018) Workload Challenge: KS5 data research report. DfE: London (Report from Hatcham College) Retrieved from https://www.gov.uk/government/publications/teacher-workload-challenge-school-research-project-reports

CUREE (2017). External Evaluation of the ENTHUSE Partnership Programme (EPP) – Final Report, STEM Learning. Retrieved from: https://www.stem.org.uk/sites/default/files/pages/downloads/ENTHUSE-partnerships-programme-final-report.pdf

DAVIES, P., PERRY, T. & KIRKMAN, J. (2017). IRIS Connect: Developing classroom dialogue and formative feedback through collective video reflection Evaluation report and executive summary. Retrieved from https://educationendowmentfoundation.org.uk/public/files/EEF_Project_Report_IRIS.pdf

CUREE (2016). Paul Hamlyn Foundation Teacher Development Fund Pilot Evaluation – Year 1. Retrieved from https://www.phf.org.uk/publications/teacher-development-fund-year-1-pilot-evaluation/

PERRY, T. (2016). The validity, interpretation and use of school value-added measures (Ph.D. thesis, University of Birmingham, School of Education). Available: http://etheses.bham.ac.uk/6773/

PERRY, T. (2013). Graydin Evaluation Report, Project Oracle, University of Birmingham.

Books, Chapters and Other Publications

PERRY, T. (In Press). Educational Attainment in Birmingham: Examining the Data. In Diamond, C. (Ed.) ‘Lessons in urban education leadership and policy from the Trojan Horse affair’. Crown House.

PERRY, T., MORRIS, R. & ASQUITH, S. (2020). Mind the gap: Using evidence in education. BERA Research Intelligence, 144, 28-29.

MORRIS, R., PERRY, T. & ASQUITH, S. (2020) The Opportunities and Challenges of Leaders Using Evidence in Education. In Gorard, S. (Ed.) Getting evidence into education. London: Routledge

ROGERS, K. I. & PERRY, T. (2015). Exploring the Impact of Sentencing Factors on Sentencing Domestic Burglary. Exploring Sentencing Practice in England and Wales. England: Palgrave.

Selected Media Impact

HOBBS, A., & BOLAN, F. (2021) Distance learning, POSTNote Parliamentary Research Briefing. https://post.parliament.uk/research-briefings/post-pn-0639/ [Cites and includes the key finding from a commissioned rapid review that I led.]

PERRY, T. (2020). Time for a new era for teaching and teacher education. Social Sciences Birmingham Blog. Available: https://blog.bham.ac.uk/socialsciencesbirmingham/2020/09/23/time-for-a-new-era-for-teaching-and-teacher-education/

JØRGENSEN, C., PERRY, T. & DOBSON, G. (2020) Migrant children with special educational needs – emerging findings from a recent review and their implications for educational practice. The CCT Education Exchange. Available: https://theeducation.exchange/migrant-children-with-special-educational-needs-emerging-findings-from-a-recent-review-and-their-implications-for-educational-practice/

ALLEN-KINROSS, P. (2020). MAT savings slammed as mythical in new report. News Report – Edition 201 Schools Week. Available: https://schoolsweek.co.uk/mat-savings-slammed-as-mythical-in-new-report/

PERRY, T. (2018). School progress measures are a missed opportunity for a fairer and more informative approach. Social Sciences Birmingham Blog. Available: https://blog.bham.ac.uk/socialsciencesbirmingham/2018/05/25/school-progress-measures-are-a-missed-opportunity-for-a-fairer-and-more-informative-approach/

BBC RADIO (2018). Expert interview for BBC Radio 4 More or Less programme for a feature on school progress measures. Available: https://www.bbc.co.uk/programmes/p067kzbn (from 12:50)

TES (2018). Schools with low results least likely to prioritise subject-related CPD, report finds. Available: https://www.tes.com/news/school-news/breaking-news/schools-low-results-least-likely-prioritise-subject-related-cpd

ROBERTSON, A. (2018). How Progress 8 disguises grammar school pupils’ true performance. News Report – Schools Week. Available: https://schoolsweek.co.uk/how-progress-8-disguises-grammar-school-pupils-true-attainment/

PERRY, T. (2018). Progress 8 is biased towards grammar schools – here’s the solution. Expert Piece – Schools Week. Available: https://schoolsweek.co.uk/progress-8-is-biased-towards-grammar-schools-heres-the-solution/

SANDERSON, D (2018). Education undervalued in Scotland, teachers say. The Times. 3rd January 2018. Available: https://www.thetimes.co.uk/edition/scotland/education-undervalued-in-scotland-teachers-say-hrz8znnbk

PERRY, T. (2017). How much confidence should we place in a progress measure? SSAT Blog. Available: https://www.ssatuk.co.uk/blog/confidence-progress/

PERRY, T. (2017). Why new school performance tables tell us very little about school performance, The Conversation. Available: https://theconversation.com/why-new-school-performance-tables-tell-us-very-little-about-school-performance-71235

PERRY, T. and MORRIS, R. (2016). Time for an honest debate about grammar schools. The Conversation. Available: https://theconversation.com/time-for-an-honest-debate-about-grammar-schools-62370

Selected Conference Presentations

PERRY, T. (2020) Policy and Teacher Identity. In HENRY, M. (Chair), Teachers’ Professional Identity: Policies, Professional Learning and Leadership. Symposium presented at ICSEI Congress 2020. Marrakech, Morocco. 6th – 10th January 2020.

PERRY, T. (2020) Using Pupil Attitudes to Learning and School Data for School Self-Evaluation. Poster presented at ICSEI Congress 2020. Marrakech, Morocco. 6th – 10th January 2020.

PERRY, T., CRISP, B., JOHNS, P. & HARRISON, R. (2019) Formative Evaluation at Scale: Evidence of and for Improvement from 7 Strategic School Improvement Fund (SSIF) Programmes. British Educational Research Association Conference, Manchester. 10th to 12th September 2019.

WRIGLEY, T., LECKIE, G. & PERRY, T. (2019) Symposium: Accountability in crisis – holding the judges to account. British Educational Research Association Conference, Manchester. 10th to 12th September 2019.

JOHNS, P., CORDINGLEY, P., CRISP, B. & PERRY, T. (2019) Constructing teachers’ professional identities: an international perspective on the role of professional formation and development. British Educational Research Association Conference, Manchester. 10th to 12th September 2019.

JØRGENSEN, C., PERRY, T., DOBSON, G. & CINOTTI, A. (2019) Migrant Children with SEND – What Information is Needed to Best Support Them in Schools and How Can It Be Collected? European Conference for Educational Research, Hamburg, Germany. 3rd to 6th September 2019

PERRY, T. & BRADBURY, M. (2018) Evaluating English Teacher Evaluation: How does teacher evaluation policy in England compare to international policy, practice and evidence? British Educational Research Association Conference, Newcastle. 11th to 13th September 2018.

CORDINGLEY, P., CRISP, B., PERRY, T. & BRADBURY, M. (2018) Subject-specific and generic CPD in the UK: what this means to schools serving vulnerable communities. British Educational Research Association Conference, Newcastle. 11th to 13th September 2018.

CRISP, B., CORDINGLEY, P. & PERRY, T. (2018) Continuing Professional Development & Learning and national construction of teachers’ professional identities: an international perspective. British Educational Research Association Conference, Newcastle. 11th to 13th September 2018.

PERRY, T. & CRISP, B. (2017) Embedding Learning through the Arts in the Curriculum: Lessons from the Paul Hamlyn Foundation Teacher Development Fund Pilot Evaluation. British Educational Research Association Conference, Brighton. 5th to 7th September 2017.

DAVIES, P., PERRY, T. & BRADY, J. (2017) Using video clubs to developing teachers’ thinking and practice in feedback and dialogic teaching. 17th Biennial EARLI Conference, Tampere, Finland. 29th August to 2nd  September 2017.

PERRY, T. (2016). School Effects on Pupil Attitudes to Learning and Schools: Value-added and Regression Discontinuity Estimates. 29th ICSEI Congress 2016. Glasgow, Scotland.

PERRY, T. (2015). Measures of school effectiveness: a test of inter-method reliability. 16th Biennial EARLI Conference 2015. Limassol, Cyprus.

PERRY, T. (2014). Value-added and Accountability: Fit for Purpose?, British Educational Research Association Conference, London. 16th -19th September 2014.