List of all publications below.
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Publications

Peer Reviewed Journal Articles

• Perry, T., & See, B. H. (2022). Replication study in education. Educational Research and Evaluation, 27(1-2), 1-7. https://doi.org/10.1080/13803611.2021.2022307
• Perry, T., Morris, R., & Lea, R. (2022). A decade of replication study in education? A mapping review (2011–2020). Educational Research and Evaluation, 27(1-2), 12-34. https://doi.org/10.1080/13803611.2021.2022315
• Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3) e3292, 1-26. https://doi.org/10.1002/rev3.3292
• Perry, T., Findon, M., & Cordingley, P. (2021). Remote and blended teacher education: A rapid review. Education Sciences, 11(8), 453, 1-42. https://www.mdpi.com/2227-7102/11/8/453
• Jørgensen, C. R., & Perry, T. (2021). Understanding school mobility and mobile pupils in England. British Educational Research Journal, 47(5), 1139-1157. 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, 50(5), 615-637. https://doi.org/10.1080/0305764X.2020.1752619
• Jørgensen, C. R., Dobson, G., & Perry, T. (2021). Migrant children with special educational needs in European schools–a review of current issues and approaches. European Journal of Special Needs Education, 36(3), 438-453. https://doi.org/10.1080/08856257.2020.1762988
• Davies, P., Diamond, C., & Perry, T. (2021). Implications of autonomy and networks for costs and inclusion: Comparing patterns of school spending under different governance systems. Educational Management Administration & Leadership, 49(1), 128-144. 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

Books

• Perry, T. & Morris, R. (In press, due 2022). A Critical Guide to Evidence-Informed Education. Open University Press/McGraw Hill Education. [208 pages]

Commissioned Reports

• Perry, T., Lea, R., Jørgensen, C. R., Cordingley, P., Shapiro, K., & Youdell, D. (2021). Cognitive Science in the Classroom. London: Education Endowment Foundation (EEF). https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/cognitive-science-approaches-in-the-classroom [372 pages]
• Jørgensen, C., Dobson, G. & Perry, T. (2021). Supporting Migrant Children with Special Educational Needs. Project Report. https://www.birmingham.ac.uk/documents/college-social-sciences/education/publications/migrant-children.pdf [21 pages]
• Perry, T., Findon, M., Cordingley, P., Braim, B., Davison, I., Whitmore, T., … & Crisp, B. (2020). Teacher Education Modality Rapid Review: Modes, Affordances and Evidence on Remote and Blended Initial and Continuing Teacher Education. https://www.stem.org.uk/news-and-views/news/remote-blended-education [90 pages]
• Ashley, L. D., 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. In UKFIET: The Education and Development Forum. https://resourcecentre.savethechildren.net/library/private-education-and-disadvantaged-children-india-literature-review-three-models-private [60 pages]
• Perry, T., Morris, R., & Abdi, S. (2020) Aimhigher Plus West Midlands Maths Outreach Project – Evaluation Report, Short Report and Executive Summary. Available on request. [44 pages]
• CUREE (2019). Teacher Development Fund: Embedding learning through the arts in the primary curriculum. Paul Hamlyn Foundation. https://www.phf.org.uk/publications/teacher-development-fund-pilot-programme-2016-18-evaluation/ [28 pages]
• Cordingley, P., Crisp, B., Johns, P., Perry, T., Campbell, C., & Bell, M. (2019) Constructing Teachers’ Professional Identities. https://issuu.com/educationinternational/docs/2019_ei_research_constructing_teach [118 pages]
• 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). Available on request. [99 pages]
• 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. http://www.curee.co.uk/node/5032 [53 pages]
• King, M., Agboola, K., Perry, T. and Bradbury, M. (2018) Workload Challenge: KS5 data research report. DfE: London (Report from Hatcham College). https://www.gov.uk/government/publications/teacher-workload-challenge-school-research-project-reports [26 pages]
• CUREE (2017). External Evaluation of the ENTHUSE Partnership Programme (EPP) – Final Report, STEM Learning. https://www.stem.org.uk/sites/default/files/pages/downloads/ENTHUSE-partnerships-programme-final-report.pdf [41 pages]
• Davies, P., Perry, T. & Kirkman, J. (2017). IRIS Connect: Developing classroom dialogue and formative feedback through collective video reflection Evaluation report and executive summary. https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/iris-connect [110 pages]
• CUREE (2016). Paul Hamlyn Foundation Teacher Development Fund Pilot Evaluation – Year 1. https://www.phf.org.uk/publications/teacher-development-fund-year-1-pilot-evaluation/ [18 pages]

Invited Chapters in Edited Collections

• Perry, T. (2022). The educational achievement of Birmingham’s children 2002-2018. In Diamond, C. (Ed.) ‘Lessons in urban education leadership and policy from the Trojan Horse affair’. Crown House. [14 pages]
• Perry, T. (2022) School value-added measures: Undertaking policy- and practice-relevant methodological research.  In Siddiqui, N. and Gorard, S. (Eds) Making your doctoral research project ambitious: Developing Large-Scale Studies with Real-World Impact, Abingdon: Routledge [16 pages]
• 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 [15 pages]
• 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. [22 pages]

Reports and Other Research Publications

• Perry, T. (2022) What we don’t yet know about cognitive science in the classroom. Impact, 16, 77-79. https://my.chartered.college/impact_article/what-we-dont-yet-know-about-cognitive-science-in-the-classroom/
• Perry, T. (2021) Encyclopedia entry: Remote and Blended Teacher Education. Encyclopedia MDPI. https://encyclopedia.pub/16765 [Open-access scientific encyclopaedia entry, 11 pages]
• 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. https://my.chartered.college/research-hub/migrant-children-with-special-educational-needs-ai-emerging-findings-from-a-recent-review-and-their-implications-for-educational-practice/
• Perry, T., Morris, R. & Asquith, S. (2020). Mind the gap: Using evidence in education. BERA Research Intelligence, 144, 28-29. https://www.bera.ac.uk/publication/autumn-2020 [2 pages]
• Perry, T. (2016). The validity, interpretation and use of school value-added measures (Ph.D. thesis, University of Birmingham, School of Education). http://etheses.bham.ac.uk/6773/ [327 pages]
• Perry, T. (2013). Graydin Evaluation Report, Project Oracle, University of Birmingham. [52 pages]

Selected Media Publications

NB. For pieces I have not authored, my role in the featured research is indicated in brackets

• Morgan, J. (2021) Is cognitive science a load of trouble? Times Educational Supplement (TES). https://www.tes.com/magazine/article/cognitive-science-load-trouble [News feature, PI]
• Perry, T. (2021). What’s next for cognitive science in the classroom? Times Educational Supplement (TES). https://www.tes.com/news/cognative-science-education-learning-ideas-insights-eff-report
• Hobbs, A., & Bolan, F. (2021) Distance learning, POSTNote Parliamentary Research Briefing. https://post.parliament.uk/research-briefings/post-pn-0639/ [Parliamentary briefing informed by commissioned rapid review, PI]
• Perry, T. (2020). Time for a new era for teaching and teacher education. Social Sciences Birmingham Blog. https://blog.bham.ac.uk/socialsciencesbirmingham/2020/09/23/time-for-a-new-era-for-teaching-and-teacher-education/ [Blog]
• Allen-Kinross, P. (2020). MAT savings slammed as mythical in new report. News Report – Edition 201 Schools Week. https://schoolsweek.co.uk/mat-savings-slammed-as-mythical-in-new-report/ [News feature, CI]
• Perry, T. (2018). School progress measures are a missed opportunity for a fairer and more informative approach. Social Sciences Birmingham Blog. https://blog.bham.ac.uk/socialsciencesbirmingham/2018/05/25/school-progress-measures-are-a-missed-opportunity-for-a-fairer-and-more-informative-approach/ [Blog]
• BBC Radio (2018). Expert interview for BBC Radio 4 More or Less programme for a feature on school progress measures. 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.  https://www.tes.com/news/school-news/breaking-news/schools-low-results-least-likely-prioritise-subject-related-cpd [News feature, CI]
• Robertson, A. (2018). How Progress 8 disguises grammar school pupils’ true performance. News Report – Schools Week. https://schoolsweek.co.uk/how-progress-8-disguises-grammar-school-pupils-true-attainment/ [News feature, PI]
• Perry, T. (2018). Progress 8 is biased towards grammar schools – here’s the solution. Expert Piece – Schools Week. 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. https://www.thetimes.co.uk/edition/scotland/education-undervalued-in-scotland-teachers-say-hrz8znnbk [News feature, CI]
• Perry, T. (2017). How much confidence should we place in a progress measure? SSAT Blog. https://www.ssatuk.co.uk/blog/confidence-progress/ [Blog]
• Perry, T. (2017). Why new school performance tables tell us very little about school performance, The Conversation. https://theconversation.com/why-new-school-performance-tables-tell-us-very-little-about-school-performance-71235 [Blog]
• Perry, T. and Morris, R. (2016). Time for an honest debate about grammar schools. The Conversation. https://theconversation.com/time-for-an-honest-debate-about-grammar-schools-62370 [Blog]