List of publications below. Also see my Google Scholar Profile

Journal Articles

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.

JØRGENSEN, C., DOBSON, G. & PERRY, T. (Under Review) Migrant children with Special Educational Needs in European Schools – a review of current issues and approaches. European Journal of Special Needs 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.

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.

PERRY, T. (2018). ‘Phantom’ Compositional Effects in English School Value-Added Measures: The Consequences of Random Baseline Measurement Error. Research Papers in Education.

PERRY, T., DAVIES, P. & QIU, T. (2017). Great Grade Expectations? The Role of Pupil Expectations in Target Setting. International Journal of Educational Research.

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:

MORRIS, R. & PERRY, T. (2017). Reframing the English Grammar Schools Debate. Educational Review.

PERRY, T. (2016). English Value-Added Measures: Examining the Limitations of School Performance Measurement. British Educational Research Journal.

PERRY, T. (2016). The validity, interpretation and use of school value-added measures (Ph.D. thesis, University of Birmingham, School of Education). Available:


Selected Reports

CUREE (2019). Teacher Development Fund: Embedding learning through the arts in the primary curriculum. Paul Hamlyn Foundation. Retrieved from

CORDINGLEY, P., CRISP, B., JOHNS, P., PERRY, T., CAMPBELL, C., & BELL, M. (2019) Constructing Teachers’ Professional Identities. Retrieved from

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

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

CUREE (2018). Teacher Development Fund: Year 1 Pilot Evaluation Report. Paul Hamlyn Foundation. Retrieved from

CUREE (2017). External Evaluation of the ENTHUSE Partnership Programme (EPP) – Final Report, STEM Learning. Retrieved from:

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

CUREE (2016). Paul Hamlyn Foundation Teacher Development Fund Pilot Evaluation – Year 1. Retrieved from

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


Book Chapters

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

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

PERRY, T. (2018). School progress measures are a missed opportunity for a fairer and more informative approach. Social Sciences Birmingham Blog. Available:

BBC RADIO (2018). Expert interview for BBC Radio 4 More or Less programme for a feature on school progress measures. Available: (from 12:50)

TES (2018). Schools with low results least likely to prioritise subject-related CPD, report finds. Available:

ROBERTSON, A. (2018). How Progress 8 disguises grammar school pupils’ true performance. News Report – Schools Week. Available:

PERRY, T. (2018). Progress 8 is biased towards grammar schools – here’s the solution. Expert Piece – Schools Week. Available:

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:

PERRY, T. and MORRIS, R. (2016). Time for an honest debate about grammar schools. The Conversation. Available: