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:
Dr Thomas Perry
Tom is an education researcher, lecturer and former school teacher. His research and teaching focuses on school improvement, educational evaluation and monitoring, and educational leadership. Tom works to support school and system leaders at all levels to improve schools through research- and evidence-informed policy and practice.
Tom’s areas of specialist expertise include educational evaluation and monitoring, quantitative methods and secondary data analysis, and rapid evidence assessment. Topics which he has examined in-depth through his work include school value-added (‘Progress’) measures, teacher evaluation, professional development and learning, and school effects on wider (‘non-cognitive’) outcomes.
Tom’s current work and affiliations include:
- Lecturer in Educational Leadership, University of Birmingham
- Programme Leader, MA School Improvement and Educational Leadership
- Research Associate, Centre for the Use of Research and Evidence in Education (CUREE)
- Editorial board member, Educational Review
- Associate Analyst, UK Government Department for Education (DfE) (Quantitative Research and Secondary Data Analysis specialism)
- Fellow, Higher Education Academy
- Professional Affiliate, Chartered College of Teaching
- Accredited researcher, Office for National Statistics (ONS)
Find out more about Tom’s work and publications on his personal website: thomasperry.education
Dr Rebecca Morris
Becky is a Research Fellow at Durham University and also lectures at the University of Birmingham. Her 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.