Thomas Perry
Biographic Data
| ID | 4598331 |
|---|---|
| NAME | Thomas Perry |
| GIVEN NAMES | Thomas |
| FAMILY NAME | Perry |
| SIGNATURE | PERRY T |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0002-6124-467X |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1953 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
‘Trying Out Teaching’: An examination of undergraduate teaching ‘taster’ modules in UK universities
Inhabiting uncertain terrain’: Inequalities of access, experience, and outcomes for university education researchers in the UK
Narratives of widening participation, inclusion, and equal opportunities have been increasingly prevalent throughout UK Higher Education (HE) in recent years. Simultaneously, a drive for institutions to collect data around protected characteristics and equalities metrics has supported these principles. This paper reports extended analysis of equalities data collected as part of the British Educational Research Association (BERA) State of the Disc…
Policy and Research Engagement in UK Higher Education. Policymaker and Expert Perspectives and Priorities
Policy and research engagement is a timely topic for researchers, decision‐makers, and higher education institutions that aim to promote engagement and impact. Examination of the complex research‐policy relationship in the higher education sector has been largely overlooked. This paper addresses this issue by presenting findings from in‐depth interviews with 11 UK higher education policymakers and experts on how higher education researchers can e…
A validated toolkit for access and participation evaluation (Tape)
Over recent decades, governments in England have set out to address gaps in social mobility. In part, this has been supported through widening participation (WP) regulation, policy and programmes aiming to increase the proportions of under-represented groups entering higher education (HE). Evidence of “what works” in closing gaps in HE participation remains limited. We argue that progress has been hampered by the lack of a consistent and validate…
Then and now: Twenty years of education research methods use in the United Kingdom
There have been debates about the quality and usefulness of education research for a long time, with opinion often dividing along methodological lines. Those on different sides of an apparent methodological schism often bemoan the lack of recognition and resources afforded to their chosen approach. Whatever one's position on the existence, or persistence, of education research's own version of the ‘paradigm wars’, it is nevertheless the case that…
A pipeline crisis or a sustainability crisis? Local and national succession planning for headteachers in England
Recruiting and retaining school leaders is a challenge in many systems worldwide. Previous research has identified three distinct ways in which succession planning can be conceptualised and approached: a ‘pipeline’ approach seeks to match supply and demand for the posts that need filling; a ‘pool’ strategy involves proactively identifying and developing a wider group of potential leaders who can step up when needed; while a ‘reservoir’ mentality …
I enjoy it a bit, but I wouldn’t want to do it in the future’: Pupil aspirations for STEM careers in lower secondary school
At a time when the focus of school science policies in many nations is to encourage more pupils to study science for longer, a better understanding of who is and is not interested in STEM careers will play an important role in shaping the guidance that schools can provide their pupils and the interventions that seek to inspire more young people to remain in the science stream. This paper explores the career aspirations of more than 4000 pupils at…
The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions
Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understo…
Remote and Blended Teacher Education: A Rapid Review
Initial and continuing teacher education are increasingly making use of remote and blended modes of education. Conducted in the summer of 2020 during the COVID-19 pandemic, this rapid review brings together literature and evidence to inform planning for remote and blended teacher education during restrictions in face-to-face teaching activity. The review consists of three main parts: first, a descriptive framework of modes of remote and blended t…
Understanding school mobility and mobile pupils in England
A significant proportion of pupils move school during their school career for reasons other than standard structural moves between educational stages. Little is known about the underlying causes of these moves and the characteristics and experiences of mobile pupils are challenging to research. There is currently a large disconnect between the macro level of system structures, data and policy and the individual experiences and journeys of mobile …
Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching
The authors report outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus grou…
Phantom’ compositional effects in English school value-added measures: The consequences of random baseline measurement error
A compositional effect is when pupil attainment is associated with the characteristics of their peers, over and above their own individual characteristics. Pupils at academically selective schools, for example, tend to out-perform similar-ability pupils who are educated with mixed-ability peers. Previous methodological studies however have shown that ‘phantom’ compositional effects can arise purely from measurement error. Through simulations usin…
English Value‐Added Measures: Examining the Limitations of School Performance Measurement
Value‐added ‘Progress’ measures are to be introduced for all English schools in 2016 as ‘headline’ measures of school performance. This move comes despite research highlighting high levels of instability in value‐added measures and concerns about the omission of contextual variables in the planned measure. This article studies the impact of disregarding contextual factors, the stability of school scores across time and the consistency of value‐ad…
Charles II: The Man and the Statesman
King George III
Man Versus Society in Eighteenth-Century Britain: Six Points of View
Preface 1. Political Man J. H. Plumb 2. Man's economic status Jacob Viner 3. The Churchman G. R. Cragg 4. The artist Rudolf Wittkower 5. The composer Paul Henry Lang 6. The writer Bertrand H. Bronson 7. Commentary James L. Clifford Notes Index
His Majesty's Opposition, 1714-1830
A Journal of the Pilgrims at Plymouth: Mourt's Relation: A Relation or Journal of the English Plantation Settled at Plymouth in New England, by Certain English Adventurers Both Merchants and Others
New Plymouth and Old England: A Suggestion
JUST as King George III serves as a useful symbol for those who would oversimplify the American Revolution, so does the intolerant and ill-natured James I serve for those who would see the Pilgrim story simply as a flight to religious and political freedom from a hated oppressive government. In both cases, however, the truth is far more complex, and the symbols, while indicating one part of it, obscure another. It is this latter part-the positive…
The American Heritage Book of the Revolution
The Triumphant Empire: New Responsibilities within the Enlarged Empire 1763-1766
After Saratoga: The Story of the Convention Army
The Embattled Farmers: A Massachusetts Countryside in the American Revolution
Phantom’ compositional effects in English school value-added measures: The consequences of random baseline measurement error
A compositional effect is when pupil attainment is associated with the characteristics of their peers, over and above their own individual characteristics. Pupils at academically selective schools, for example, tend to out-perform similar-ability pupils who are educated with mixed-ability peers. Previous methodological studies however have shown that ‘phantom’ compositional effects can arise purely from measurement error. Through simulations usin…
English Value‐Added Measures: Examining the Limitations of School Performance Measurement
Value‐added ‘Progress’ measures are to be introduced for all English schools in 2016 as ‘headline’ measures of school performance. This move comes despite research highlighting high levels of instability in value‐added measures and concerns about the omission of contextual variables in the planned measure. This article studies the impact of disregarding contextual factors, the stability of school scores across time and the consistency of value‐ad…
Understanding school mobility and mobile pupils in England
A significant proportion of pupils move school during their school career for reasons other than standard structural moves between educational stages. Little is known about the underlying causes of these moves and the characteristics and experiences of mobile pupils are challenging to research. There is currently a large disconnect between the macro level of system structures, data and policy and the individual experiences and journeys of mobile …
The Embattled Farmers: A Massachusetts Countryside in the American Revolution
After Saratoga: The Story of the Convention Army
The Triumphant Empire: New Responsibilities within the Enlarged Empire 1763-1766
The American Heritage Book of the Revolution
New Plymouth and Old England: A Suggestion
JUST as King George III serves as a useful symbol for those who would oversimplify the American Revolution, so does the intolerant and ill-natured James I serve for those who would see the Pilgrim story simply as a flight to religious and political freedom from a hated oppressive government. In both cases, however, the truth is far more complex, and the symbols, while indicating one part of it, obscure another. It is this latter part-the positive…
A Journal of the Pilgrims at Plymouth: Mourt's Relation: A Relation or Journal of the English Plantation Settled at Plymouth in New England, by Certain English Adventurers Both Merchants and Others
His Majesty's Opposition, 1714-1830
Man Versus Society in Eighteenth-Century Britain: Six Points of View
Preface 1. Political Man J. H. Plumb 2. Man's economic status Jacob Viner 3. The Churchman G. R. Cragg 4. The artist Rudolf Wittkower 5. The composer Paul Henry Lang 6. The writer Bertrand H. Bronson 7. Commentary James L. Clifford Notes Index
Charles II: The Man and the Statesman
King George III
English Value‐Added Measures: Examining the Limitations of School Performance Measurement
Value‐added ‘Progress’ measures are to be introduced for all English schools in 2016 as ‘headline’ measures of school performance. This move comes despite research highlighting high levels of instability in value‐added measures and concerns about the omission of contextual variables in the planned measure. This article studies the impact of disregarding contextual factors, the stability of school scores across time and the consistency of value‐ad…
Phantom’ compositional effects in English school value-added measures: The consequences of random baseline measurement error
A compositional effect is when pupil attainment is associated with the characteristics of their peers, over and above their own individual characteristics. Pupils at academically selective schools, for example, tend to out-perform similar-ability pupils who are educated with mixed-ability peers. Previous methodological studies however have shown that ‘phantom’ compositional effects can arise purely from measurement error. Through simulations usin…
Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching
The authors report outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus grou…
Remote and Blended Teacher Education: A Rapid Review
Initial and continuing teacher education are increasingly making use of remote and blended modes of education. Conducted in the summer of 2020 during the COVID-19 pandemic, this rapid review brings together literature and evidence to inform planning for remote and blended teacher education during restrictions in face-to-face teaching activity. The review consists of three main parts: first, a descriptive framework of modes of remote and blended t…
Understanding school mobility and mobile pupils in England
A significant proportion of pupils move school during their school career for reasons other than standard structural moves between educational stages. Little is known about the underlying causes of these moves and the characteristics and experiences of mobile pupils are challenging to research. There is currently a large disconnect between the macro level of system structures, data and policy and the individual experiences and journeys of mobile …
I enjoy it a bit, but I wouldn’t want to do it in the future’: Pupil aspirations for STEM careers in lower secondary school
At a time when the focus of school science policies in many nations is to encourage more pupils to study science for longer, a better understanding of who is and is not interested in STEM careers will play an important role in shaping the guidance that schools can provide their pupils and the interventions that seek to inspire more young people to remain in the science stream. This paper explores the career aspirations of more than 4000 pupils at…
The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions
Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understo…
Policy and Research Engagement in UK Higher Education. Policymaker and Expert Perspectives and Priorities
Policy and research engagement is a timely topic for researchers, decision‐makers, and higher education institutions that aim to promote engagement and impact. Examination of the complex research‐policy relationship in the higher education sector has been largely overlooked. This paper addresses this issue by presenting findings from in‐depth interviews with 11 UK higher education policymakers and experts on how higher education researchers can e…
A validated toolkit for access and participation evaluation (Tape)
Over recent decades, governments in England have set out to address gaps in social mobility. In part, this has been supported through widening participation (WP) regulation, policy and programmes aiming to increase the proportions of under-represented groups entering higher education (HE). Evidence of “what works” in closing gaps in HE participation remains limited. We argue that progress has been hampered by the lack of a consistent and validate…
Then and now: Twenty years of education research methods use in the United Kingdom
There have been debates about the quality and usefulness of education research for a long time, with opinion often dividing along methodological lines. Those on different sides of an apparent methodological schism often bemoan the lack of recognition and resources afforded to their chosen approach. Whatever one's position on the existence, or persistence, of education research's own version of the ‘paradigm wars’, it is nevertheless the case that…
A pipeline crisis or a sustainability crisis? Local and national succession planning for headteachers in England
Recruiting and retaining school leaders is a challenge in many systems worldwide. Previous research has identified three distinct ways in which succession planning can be conceptualised and approached: a ‘pipeline’ approach seeks to match supply and demand for the posts that need filling; a ‘pool’ strategy involves proactively identifying and developing a wider group of potential leaders who can step up when needed; while a ‘reservoir’ mentality …
‘Trying Out Teaching’: An examination of undergraduate teaching ‘taster’ modules in UK universities
Inhabiting uncertain terrain’: Inequalities of access, experience, and outcomes for university education researchers in the UK
Narratives of widening participation, inclusion, and equal opportunities have been increasingly prevalent throughout UK Higher Education (HE) in recent years. Simultaneously, a drive for institutions to collect data around protected characteristics and equalities metrics has supported these principles. This paper reports extended analysis of equalities data collected as part of the British Educational Research Association (BERA) State of the Disc…
Political science (11 works) · History (9 works) · Psychology (9 works) · History (8 works) · Mathematics education (7 works) · Sociology (7 works) · Pedagogy (6 works) · Art (5 works) · American Constitutional Law and Politics (4 works) · Computer Science (4 works)