I am Deputy Head of the Centre for Development and Research in Education, and Head of the Funded Knowledge Exchange for Sheffield Institute of Education.
In addition, I am a member of the Association for Science Education, the International Professional Development Association, and a fellow of the Royal Society of Chemistry. I also lead the Sheffield Institute of Education's Research-Engaged Practice Network.
I've worked in local, national and international contexts to manage, develop and assure the quality of large-scale teacher development programmes, with a particular focus on science teachers.
My background is as a chemistry teacher, and I've worked in secondary schools both in the UK and internationally. My research interests focus on professional development, especially for science teachers.
Following my first degree and PhD in Chemistry, I worked as a science teacher in secondary schools in the UK, Brazil and Hong Kong.
In my current role, I develop, deliver and evaluate projects focussed on science education and teacher development, including writing curriculum materials, facilitating and researching teacher professional learning.
I collaborate with partners including the Wellcome Trust, the Chartered College of Teaching, Teacher Development Trust, the Royal Society of Chemistry, Learn Sheffield and the Association for Science Education, and with colleagues from across the Sheffield Institute of Education. I have worked with teachers, governments and other education organisations in countries including Vietnam, Ghana and Thailand. I also lead Sheffield Institute of Education's Research-Engaged Practice Network.
I am module leader for Comparative Studies of Professional Practice, part of the full-time MA Education course.
Current projects include:
The Wellcome CPD Challenge (Wellcome Trust)
Wipro STEM Teacher Fellowship and Teacher Mentors Programmes (Wipro Limited)
Quality Assurance of Teacher Professional Development, in partnership with Chartered College of Teaching and Teacher Development Trust (Wellcome Trust and EEF)
Recent projects include:
Secondary Science Curriculum Review for the Ministry of Education, Philippines (British Council) http://shura.shu.ac.uk/14890/
STEM Curriculum Analysis and Engineering Curriculum Development for the Office of the Basic Education Commission, Thailand (British Council) http://shura.shu.ac.uk/14891/
Common Ground Curriculum for Science (International School of Brussels)
Ghana Science Research Centres (ITEC Global)
Regional Science Learning Centre Yorkshire and the Humber (Myscience.co, 2004-2013), and then Regional Coordinator of Science Learning Partnerships Derbyshire, Yorkshire and the Humber and the North East (STEM Learning Ltd)
Perry, E., & Boodt, S. (2019). Supporting the professional development of ‘hybrid’ teacher educators in the Further Education sector. Teacher Education Advancement Network Journal, 11 (3), 60-71. http://ojs.cumbria.ac.uk/index.php/TEAN/article/view/566
Davies, N., Perry, E., & Holman, J. (2019). A professional challenge for science educators. Science Teacher Education, 85, 4-8. https://www.ase.org.uk/resources/science-teacher-education/issue-85/professional-challenge-science-educators
Perry, E. (2019). Six features of effective professional development. Education in Chemistry, 56 (2), 22-23.
Perry, E., & Boylan, M. (2018). Developing the developers : supporting and researching the learning of professional development facilitators. Professional development in education, 44 (2), 254-271. http://doi.org/10.1080/19415257.2017.1287767
Perry, E., & Bevins, S. (2018). Building capacity for professional development: the development of teachers as facilitators in Ghana. Professional development in education, 1-15. http://doi.org/10.1080/19415257.2018.1474489
Perry, E., & Wardle, J. (2015). ‘Science Without Walls’ and ‘Teaching Challenging Topics’: two programmes of continuing professional development using online environments. School Science Review, 356, 107-114. http://www.ase.org.uk/journals/school-science-review/2015/02/
Perry, E., & Boylan, M. (2014). Extending the interconnected model of teacher professional growth to analyse professional development facilitators' learning. In Re-thinking Models of Professional Learning, Aston University, Birmingham, 28 November 2014 - 29 November 2014. http://ipda.org.uk/events-3/ipda-international-conference/2014-ipda-conference/
Booth, J., Perry, E., & Boylan, M. (2019). Understanding teaching as a profession. In Scutt, C., & Harrison, S. (Eds.) Teacher CPD: International trends, opportunities and challenges. (pp. 35-41). https://chartered.college/international-teacher-cpd-report
Perry, E., Boylan, M., & Booth, J. (2019). Quality assurance in teacher professional development. In Scutt, C., & Harrison, S. (Eds.) Teacher CPD: International trends, opportunities and challenges. (pp. 86-93). https://chartered.college/international-teacher-cpd-report
YORK, N. (2012). Twenty First Century Science: GCSE Additional Science Foundation Workbook 2/E. OUP Oxford.
Fullick, A., Hunt, A., Perry, E., Swinbank, E., Harden, H., Ingram, N., ... Sang, D. (2011). Twenty First Century Science: GCSE Science Foundation Student Book 2/E. OUP Oxford.
Perry, E., Boylan, M., & Booth, J. (2019). Quality Assurance of Teachers’ Continuing Professional Development : Rapid Evidence Review. Wellcome Trust and Education Endowment Foundation. https://wellcome.ac.uk/reports/quality-assurance-teachers-continuing-professional-development
Perry, E., Owen, D., Booth, J., & Bower, K. (2019). The Curriculum for Initial Teacher Education: Literature Review. Ofsted.
Perry, E., Boylan, M., Booth, J., & Coldwell, M. (2017). Connecting research and teacher education : quality enhancement for ITE Partnerships. Cardiff: Welsh Government. http://learning.gov.wales/resources/browse-all/connecting-research-and-teacher-education/?lang=en
Perry, E., & Boodt, S. (2017). Education & Training Foundation Training for Further Education teacher trainers: Final evaluation July 2017. Education and Training Foundation.
Bevins, S., Daniels, T., Forster, G., Perry, E., Price, G., & Windale, M. (2016). Engineering Thailand : design of an engineeringcurriculum and 12 STEM modules for the Thai BasicEducation (OBEC). British Council.
Bevins, S., Daniels, T., Forster, G., Perry, E., Price, G., & Windale, M. (2016). Design of an engineering curriculum and 12 STEM modules for the Thai Basic Education Ministry (OBEC). Sheffield Hallam University.
Perry, E., & Wardle, J. (2010). Getting Practical: Reflecting on Practical Work. Centre for Science Education. https://www.stem.org.uk/resources/elibrary/resource/421797/getting-practical
Theses / Dissertations
Perry, E. (2014). An investigation into a programme of enquiry-based continuing professional development for professional development leaders. (Doctoral thesis).
Perry, E., & Mapplebeck, A. (2010). Getting Practical: Teacher Professional Development. https://www.stem.org.uk/resources/elibrary/resource/421797/getting-practical
Boodt, S., & Perry, E. (2018). Teacher and teacher educator: understanding the development needs of practitioners who operate in hybrid roles. Presented at: The Ambition of Teacher Education: TEAN Annual Conference, Birmingham, 2018
Perry, E. (2018). Current themes and evidence in teaching and teacher development. Presented at: Invited Seminar: Current themes and evidence in teaching and teacher development, London, 2018
Perry, E. (2016). Every child a scientist: student-centred approaches to active learning in science. Presented at: International Conference on Learning and Teaching: Empowering 21st Century Learners Through Holistic and Enterprising Learning, Kuala Lumpur, Malaysia, 2016
I sit on the board of trustees of a local multi-academy trust and am a school governor. I also represent Sheffield Institute of Education on UCET's CPD committee and am a member of the International Professional Development Association's England Committee.
I am currently supervising PhD and EdD students focussing on creativity in science education, teacher professional learning through Twitter, professional learning for interprofessional education, and the use of discussion in science teaching.