| English value‐added measures: Examining the limitations of school performance measurement T Perry British Educational Research Journal 42 (6), 1056-1080, 2016 | 47 | 2016 |
| Reframing the English grammar schools debate R Morris, T Perry Educational Review 69 (1), 1-24, 2017 | 27 | 2017 |
| Developing Great Subject Teaching: Rapid evidence review of subject-specific continuing professional development in the UK P Cordingley, T Greany, B Crisp, S Seleznyov, M Bradbury, T Perry London: Wellcome Trust, 2018 | 26 | 2018 |
| ‘Phantom’ compositional effects in English school value-added measures: the consequences of random baseline measurement error T Perry Research Papers in Education, 1-24, 2018 | 21 | 2018 |
| Exploring the impact of sentencing factors on sentencing domestic burglary K Irwin-Rogers, TW Perry Exploring sentencing practice in England and Wales, 194-220, 2015 | 17 | 2015 |
| Private schools for free? Parents’ reasons for choosing a new Free School for their child R Morris, T Perry Cambridge Journal of Education 49 (5), 535-552, 2019 | 11 | 2019 |
| Inter-method reliability of school effectiveness measures: a comparison of value-added and regression discontinuity estimates T Perry School Effectiveness and School Improvement 28 (1), 22-38, 2017 | 10 | 2017 |
| Constructing teachers’ professional identities P Cordingley, B Crisp, P Johns, T Perry, C Campbell, M Bell, M Bradbury Education International, 2019 | 8 | 2019 |
| Migrant children with special educational needs in European schools–a review of current issues and approaches CR Jørgensen, G Dobson, T Perry European Journal of Special Needs Education 36 (3), 438-453, 2021 | 7 | 2021 |
| Formative assessment and feedback for learning in higher education: A systematic review R Morris, T Perry, L Wardle Review of Education 9 (3), e3292, 2021 | 6 | 2021 |
| Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching T Perry, P Davies, J Brady Cambridge Journal of Education 50 (5), 615-637, 2020 | 6 | 2020 |
| The validity, interpretation and use of school value-added measures T Perry University of Birmingham, 2016 | 6 | 2016 |
| Implications of autonomy and networks for costs and inclusion: Comparing patterns of school spending under different governance systems P Davies, C Diamond, T Perry Educational Management Administration & Leadership 49 (1), 128-144, 2021 | 5 | 2021 |
| Developing great subject teaching P Cordingley, T Greany, B Crisp, S Seleznyov, M Bradbury, T Perry London: Wellcome. Retrieved September 2, 2019, 2018 | 5 | 2018 |
| Great grade expectations? The role of pupil expectations in target setting T Perry, P Davies, T Qiu International Journal of Educational Research 89, 139-152, 2018 | 5 | 2018 |
| Cognitive science in the classroom T Perry, R Lea, CR Jørgensen, P Cordingley, K Shapiro, D Youdell London: Education Endowment Foundation (EEF). Accessed 16, 2021 | 4 | 2021 |
| Replication study in education T Perry, BH See Educational Research and Evaluation 27 (1-2), 1-7, 2022 | 3 | 2022 |
| A decade of replication study in education? A mapping review (2011–2020) T Perry, R Morris, R Lea Educational Research and Evaluation 27 (1-2), 12-34, 2022 | 3 | 2022 |
| Remote and blended teacher education: A rapid review T Perry, M Findon, P Cordingley Education Sciences 11 (8), 453, 2021 | 3 | 2021 |
| IRIS Connect: Developing Classroom Dialogue and Formative Feedback through Collective Video Reflection. Evaluation Report and Executive Summary. P Davies, T Perry, J Kirkman Education Endowment Foundation, 2017 | 3 | 2017 |
Rebecca MorrisUniversity of WarwickVerified email at warwick.ac.uk
