List of publications below. Also see my Google Scholar Profile
PERRY, T., DAVIES, P., & BRADY, J. (Under Review). Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching. Cambridge Journal of Education.
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, 1-18. https://doi.org/10.1080/0305764X.2019.1571561
PERRY, T. (2018). ‘Phantom’ Compositional Effects in English School Value-Added Measures: The Consequences of Random Baseline Measurement Error. Research Papers in Education. https://doi.org/10.1080/02671522.2018.1424926.
PERRY, T., DAVIES, P. & QIU, T. (2017). Great Grade Expectations? The Role of Pupil Expectations in Target Setting. International Journal of Educational Research. 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. Available: http://dx.doi.org/10.1080/09243453.2016.1203799
MORRIS, R. & PERRY, T. (2017). Reframing the English Grammar Schools Debate. Educational Review. 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. http://dx.doi.org/10.1002/berj.3247
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/
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)
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.
MORRIS, R., PERRY, T. & ASQUITH, S. (In Press) 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
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 (TES article based on CUREE and UCL, Developing Great Subject Teaching review)
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/ (Schools Week article reporting the findings of my research)
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:
(Times article based on survey results from CUREE international teacher professionalism comparative research)
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