About Authors

This blog is authored by Dr Thomas Perry and Dr Rebecca Morris, two education researchers and former teachers based in the West Midlands.

Both Tom and Becky are teaching and researching issues relating to educational improvement, educational leadership, and evidence-informed policy and practice.  They are both on the editorial board for the Educational Review journal.

Find out more about Tom and Becky below:


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Dr Thomas Perry

t.w.perry@bham.ac.uk
tom.perry@curee.co.uk
@TWPerry1

 

Thomas Perry is educational effectiveness, improvement and leadership researcher and lecturer. He leads and teaches on the educational leadership Master’s programmes at the University of Birmingham and is an associate research manager at the Centre for the Use of Research and Evidence in Education (CUREE). Tom works to support school and system leaders at all levels to improve schools through research- and evidence-informed policy and practice.

Tom’s research has a particular focus on evaluation and monitoring, evidence-informed policy and practice, quantitative methods and secondary data analysis. Topics which Tom has examined in-depth through his work include school value-added (‘Progress’) measures, teacher evaluation, professional development and learning programmes, and school effects on wider (‘non-cognitive’) outcomes. His work has been cited by widely and internationally including by UNESCO, the Young Lives International Study, FFT Education Datalab and featured in national news media.

Find out more about Tom’s work and publications on his personal website: thomasperry.education 


becky-morrisImage result for warwick uni


Dr Rebecca Morris

r.morris.2@bham.ac.uk
r.e.morris@durham.ac.uk
@BeckyM1983

Becky’s research and teaching focuses on the areas of education policy and school improvement, assessment and pedagogy. She is currently principal investigator on a large-scale Education Endowment Foundation evaluation of a marking and feedback approach in secondary schools. In addition to this, she is a co-investigator on an ESRC-funded study examining the complex determinants of teacher shortage and supply in England. Both of these projects, and others that she is involved with, include the analysis of secondary datasets (NPD and School Workforce Survey). Becky has experience of conducting successful systematic reviews, recently completing one on effective primary teaching approaches funded by the DfE (Gorard et al., 2016). At present she is leading on the systematic review for the ESRC teacher shortage project, and is also in the planning stages of a rigorous review of area-based initiatives in education.


 

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