List of publications below. Email me if to request copies for private use.
Also see my Google Scholar Profile
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.
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. (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.
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
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. Retrieved from https://ei-ie.org/en/detail/16177/teachers%E2%80%99-professional-development-and-conditions-vital-signs-for-student-well-being-and-progress
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).
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
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
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/
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. (2013). Graydin Evaluation Report, Project Oracle, University of Birmingham.
Books, Chapters and Other Publications
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
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/
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
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:
PERRY, T. (2017). How much confidence should we place in a progress measure? SSAT Blog. Available:
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.