List of all publications below.
Email me to request copies of any of these for private use.

Click to see my profile on:

Google Scholar


Peer Reviewed Journal Articles

  • Perry, T., & See, B. H. (2022). Replication study in education. Educational Research and Evaluation, 27(1-2), 1-7.
  • 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.
  • 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.
  • Perry, T., Findon, M., & Cordingley, P. (2021). Remote and blended teacher education: A rapid review. Education Sciences, 11(8), 453, 1-42.
  • Jørgensen, C. R., & Perry, T. (2021). Understanding school mobility and mobile pupils in England. British Educational Research Journal, 47(5), 1139-1157.
  • 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.
  • 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.
  • 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 & Leadership49(1), 128-144.
  • Perry, T. (2019). ‘Phantom’ compositional effects in English school value-added measures: the consequences of random baseline measurement error. Research Papers in Education34(2), 239-262.
  • Morris, R., & Perry, T. (2019). Private schools for free? Parents’ reasons for choosing a new Free School for their child. Cambridge Journal of Education49(5), 535-552.
  • Perry, T., Davies, P., & Qiu, T. (2018). Great grade expectations? The role of pupil expectations in target setting. International Journal of Educational Research89, 139-152.
  • Perry, T. (2017). Inter-method reliability of school effectiveness measures: a comparison of value-added and regression discontinuity estimates. School Effectiveness and School Improvement28(1), 22-38.
  • Morris, R., & Perry, T. (2017). Reframing the English grammar schools debate. Educational Review69(1), 1-24.
  • Perry, T. (2016). English value‐added measures: Examining the limitations of school performance measurement. British Educational Research Journal42(6), 1056-1080.


  • 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

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

Selected Media Publications

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