Professor Laura Perry
PhD, Loyola University of Chicago (2003); B.A., University of Michigan (1991)

I conduct research about educational disadvantage and inequalities, especially as they appear between schools, and the systems, structures and policies that shape them. I am particularly interested in the causes and consequences of school social segregation, a large driver of educational inequalities in most countries. More largely, I am interested in educational marketization, school segregation and stratification, between-school inequalities, and social class and education. I use a variety of research methodologies and conduct both empirical and conceptual research. I draw on the disciplines of comparative/international education, sociology of education, and education policy to examine these topics.

I teach in the areas of education policy, comparative education, and sociology of education. I teach the following unit:

BED 300 Schooling and Society

My research interests cover the fields of comparative/international education, education policy, and sociology of education. The main question that lies at the bottom of all my research is this: “how can education systems better help all students to reach their potential?” Inherent in this question is a commitment to equity of educational opportunities, experiences and outcomes. I am passionate about finding systemic and structural solutions that enable all students to develop to the best of their abilities and interests, regardless of where they live, which school they attend, or how much money their parents earn.

Most of my research examines the causes and consequences of school socioeconomic segregation, and possible solutions for reducing it.  I am particularly interested in the impact of structural factors (e.g. marketisation, school choice, school funding, school selectivity, school autonomy) on school composition and educational inequalities more generally.

I am currently working on these projects:

• differential effects of school SES on academic achievement, for students with varying levels of academic performance: a quantile regression analysis of five English speaking countries (with Roslyn Mickelson, University of North Carolina Charlotte and Argun Saatcioglu, University of Kansas).
• causes of school segregation in OECD countries: a Qualitative Comparative Analysis.
• a typology of cross-national school funding regimes in OECD countries (with Emma Rowe, Deakin University and Chris Lubienski, Indiana University).
• educational marketisation and school segregation: a theoretical framework
• equitable access to selective public schools for low-income students: insights from the US and Australia (with Emma Rowe, Deakin University)

Springer/AER award for best paper published in the Australian Educational Researcher, 2020

2019 AARE Symposium at BERA: The Australian Association for Research in Education awarded my symposium to represent the association at the 2019 conference of the British Educational Research Association in Manchester, September 2019

Distinguished Alumnus Award, School of Education, Loyola University Chicago, 2018

Finalist, Award for best paper published in the Australian Educational Researcher, Australian Educational Research Association, 2014

Nominated, Vice Chancellor’s Award for Excellence in Teaching, Murdoch University, 2013 and 2017

2012 AARE Symposium at AERA: The Australian Association for Research in Education awarded my chaired symposium to represent the association at the annual conference of the American Educational Research Association in Vancouver, April 2012

Vice Chancellor’s Award for Excellence in Research (Early Career Development and Achievement), Murdoch University, 2011.

Chief Investigator (2010-2011, extended to 2012). “How is school socio-economic composition associated with student outcomes? A comparative study of seven countries”. Funded by the Australian Research Council (Discovery Project 1097057, $40,000).

Invited Lectures and Symposia

Qualitative comparative analysis, University of Manitoba; July 8, 2021.

Equity of access to education in Australia: Challenges and solutions. Symposium entitled, Education for equity, excellence, and inclusion. Presented at the Australian Social Policy Conference, University of New South Wales; October 27, 2021.

Educational inequality in Australia. How unequal? Insights on inequality – CEDA research. Panel event organized by the Committee for Economic Development of Australia, Perth; April 27, 2018.

Educational inequality in Australia. How unequal? Insights on inequality – CEDA research. Symposium organized by the Committee for Economic Development of Australia, Melbourne; April 20, 2018.

Qualitative Comparative Analysis: An innovative approach for unravelling causal complexity in education research. Charles University, Institute for Research and Development of Education, Prague, Czech Republic; September 21, 2017.

Research performance in FoR 13 across Australian universities. Positioning for Impact and Engagement in Research, webinar hosted by the Community of Associate Deans Research in Education (cADRE), Australian Council of Deans of Education; May 9, 2017.

Invited panelist, Local Research, Global Focus. Western Australian Institute for Educational Research Annual Forum, University of Notre Dame, Fremantle; August 6, 2016.

Conducting research to inform education policy. Western Australian Institute for Educational Research, Fremantle; September 23, 2015.

“How to get published”. Symposium at the New Scholars Workshop, annual conference of the Australian and New Zealand Comparative and International Education Society, University of Newcastle; November 28, 2013.

A comparative analysis of educational equity in Australia and Canada – The power of education policy. Institute of Educational Research, Charles University, Prague, Czech Republic; June 17, 2013.

The impact of education policy on the educational outcomes of the poor: A case study of Australia. Presented at the Presidential Invited Symposium entitled, “The Role of Research in Understanding and Addressing Poverty: An International Perspective”. American Educational Research Association, San Francisco; April 27-May 4, 2013.

Chair, Education Equity: Opportunities, Outcomes and Mechanisms. Australian Association for Research in Education (AARE) Symposium at the American Educational Research Association, Vancouver; April 13-17, 2012.

Chair, Education Equity: Opportunities, Outcomes and Mechanisms. Invited symposium, Australian Association for Research in Education, Hobart; November 27-December 1, 2011.

School socio-economic status and student outcomes: How does Australia compare? Invited symposium, Newcastle University, School of Education,  Newcastle, Australia; August 19-20, 2011.

Quality assurance in mass higher education systems: International perspectives. Shenyang Institute of Engineering, Shenyang, China; August 14, 2010.

An American in Australia: Impressions and experiences. Liaoning Normal University, Dalian, China; August 17, 2010.

School socio-economic status and student achievement: Evidence from PISA. Institut für Erziehungswissenschaft, RWTH Aachen University, Aachen, Germany; October 28, 2009.

 Editorial service

• Editorial Board Member, Australian Educational Researcher (2021-2024).
• Regional Editor, Australia (2017–2020), Bloomsbury Education and Childhood Studies (authoritative digital resource on the state of education systems as well as the nature of childhood and youth experience around the world), published by Bloomsbury UK.

 Reports and other non-refereed publications

1. Rowe, E., & Perry, L.B. (May 27, 2019). Some public schools get nearly 6 times as much funding, thanks to parents. The Conversation, https://theconversation.com/some-public-schools-get-nearly-6-times-as-much-funding-thanks-to-parents-117268#comment_1932181
2. Perry, L.B., Ledger, S., & Dickson, A. (2018). What are the benefits of the International Baccalaureate Middle Years Programme for teaching and learning? Perspectives from stakeholders in Australia. Report commissioned by the International Baccalaureate Organization.
3. Sciffer, M., Perry, L.B., & McConney, A. (2018). School compositional effects: Are they real? Doi 10.31235/osf.io/kqsjt. Preprint, available from https://osf.io/preprints/socarxiv/kqsjt/
4. Perry, L.B. (2019). Reducing educational inequality in Australia. Professional Voice, 12.3. Available from https://www.aeuvic.asn.au/pv123-4#overlay-context=news-media/professional-voice-journal
5. Perry, L.B. (April 20, 2018). To reduce inequality in Australian schools, make them less socially segregated. The Conversation, https://theconversation.com/to-reduce-inequality-in-australian-schools-make-them-less-socially-segregated-95034 . Republished on the ABC online news site, April 20, 2018: http://www.abc.net.au/news/2018-04-20/inequality-in-australian-schools-ses-resources-poverty-ceda/9679028
6. Perry, L.B. (March 15, 2017). Educational disadvantage is a huge problem in Australia – we can’t just carry on the same. The Conversation, http://theconversation.com/educational-disadvantage-is-a-huge-problem-in-australia-we-cant-just-carry-on-the-same-74530
7. Perry, L.B., & Rowe, E. (October 3, 2016). Yes, some Australian private schools are overfunded – here’s why. The Conversation, http://theconversation.com/yes-some-australian-private-schools-are-overfunded-heres-why-66212. Also republished on the ABC online news site, October 3, 2016: http://www.abc.net.au/news/2016-10-03/why-some-australian-private-schools-are-overfunded/7898442
8. Rowe, E., & Perry, L.B. (September 14, 2016). Yes, education funding has increased – but not everyone benefits. The Conversation, https://theconversation.com/yes-education-funding-has-increased-but-not-everyone-benefits-65340
9. Perry, L.B. (February 19, 2015). The lesson from Canada: why Australia should have fewer selective schools. The Conversation, http://theconversation.com/the-lesson-from-canada-why-australia-should-have-fewer-selective-schools-35534
10. Perry, L.B. (June 3, 2014). The scholarship fig leaf: They won’t improve access for all. The Conversation, http://theconversation.com/the-scholarship-fig-leaf-they-wont-improve-access-for-all-27321.
11. Perry, L.B. and Lubienski, C. (March 13, 2014). Australian schools as engines of inequality. The Conversation, https://theconversation.com/australian-schools-engines-of-inequality-23979#comment_333359 .Also included on the SBS online news site, March 13, 2014: http://www.sbs.com.au/news/article/2014/03/13/comment-australian-schools-engines-inequality.
12. Perry, L. B. (2013). How to make Australia’s education system one of the best. Professional Voice, 9(2), 20-24.

I am accepting students with the following topics: educational marketisation (including school choice), school funding, school segregation, school stratification, school composition effects, peer effects, social class and education, and educational inequalities. I am also interested in supervising studies that use Qualitative Comparative Analysis or other forms of configurational analysis.

Current students (principal supervisor):

1. Minerva Blancenaux, PhD; “Equity of access and participation in higher education in the Carribean”;  under examination.
2. Jen Newlands, EdD; “Leadership in a specialised school for at-risk youth”; expected completion 2022.
3. Kiran Bhujun, PhD; “Higher education policy in Mauritius: Should public higher education be harmonized?”; expected completion 2022.
4. Kiki Donnelly, PhD; “Gendered perspectives on Education for Gross National Happiness in Bhutan”; expected completion 2023.
5. Michael Sciffer, PhD; “School segregation and school composition effects”; expected completion 2023.
6. Sebastian Leist, PhD; “Spatial analysis of school choice and segregation in a German educational market”; expected completion 2023.
7. Malcolm Bromhead, EdD; “Parent rationales for choosing online distance education”; expected completion 2023.
8. Damon Sokolowski, EdD; “Parent perspectives about their child’s online distance education”; expected completion 2023.
9. Terry Phipson, M.Ed.; “Parent rationales for leaving online distance education”; expected completion 2023.
10. David Garden, EdD; “School marketing and service delivery of online distance education”; expected completion 2023.
11. Michael Poole, M.Ed.; “Teacher perspectives on school timetabling approaches”; expected completion 2023.
12. Heather Jefferies, M.Ed.; “Strategies for improving teacher wellbeing”; expected completion 2024. *
13. Sarah Wang, Ed.D.; “Explaining high national performance on PISA: A Qualitative Comparative Analysis”; expected completion 2025.
14. Sarah Jennings, EdD; “International education policy for developing student global competence”; expected completion 2025.
15. Jennifer Featch, PhD; “Schooling experiences of political and business elites”; expected completion 2025. *
16. Iain Browning, PhD; ““Alternative school leadership accountability models”; expected completion 2026. *
17. Nimi Varghese, EdD; “School leadership opportunities and barriers for culturally and linguistically diverse educators”; expected completion 2027. *

1. Alison Hilton, EdD; “LANTITE: Purpose and impact on initial teacher education students”; expected completion 2022.
2. Courtney Bryant, M.Ed.; “Predictors of STEM study in university”; expected completion 2022.
3. Liberty Carter, EdD; “Perspectives of Australian schooling from teachers from culturally and linguistically different backgrounds”; expected completion 2025. *
4. Kim Balnaves, PhD; “Using Minecraft to promote student learning”; expected completion 2025.

* still undergoing coursework or confirmation of candidature

Completed students (principal supervisor):

1. Victoria Kelleher, EdD, 2021; “Afrikaans attitudes, experiences and understandings of schooling”.
2. Gbenga Afolayan, PhD, 2021; “Female education and childhood marriage in Nigeria”.
3. Anisah Dickson, EdD, 2020; “Letting go of the MYP: Why schools discontinue the IB Middle Years Program”.
4. Sarah Penn, EdD, 2020; “Teaching strategies and school practices for improving the outcomes of students from low SES backgrounds”.
5. Jennifer Featch, M.Ed., 2020; “Alumni perspectives of elite private schools”.
6. Kevin Sullivan, PhD, 2019. “How do school resources and learning environments differ across Australian rural, regional and metropolitan communities?”
7. Irene Ikafa, PhD, 2016. “Integration of African refugees and migrants in Australia”.
8. Erica Nolan, M.Ed., 2014. “Using Foucault’s History of Madness to examine the international development industry”.
9. Theresa Truong, M.Ed., 2014. “Reconsidering career education in secondary schools”.
10. Nor Saidatul Aminv Zamzam, PhD, 2013. “Sustaining remote primary schools in Malaysia: Parent and community perspectives”.
11. Susanne Martins, M.Ed., 2013. “Cultural intelligence in a multicultural workplace setting”.
12. Lisa Lou, EdD, 2012. “Using overseas study programs to build the capacity of academics at Chinese universities”.
13. Peter Baffour-Awuah, EdD, 2012. “Teacher supervision in Ghana”.
14. Robert  Mowbray, M.Ed., 2011. “Improving Malaysian university lecturing skills”.
15. Rose Chapman, PhD, 2009. “Nurse perceptions of their experiences of workplace violence in a non-tertiary hospital: Cues, causes, consequences and adaptation”.

1. Ali Hayes, PhD, 2022; “Experiences of refugee background students in higher education”.
2. Stephen Spain, PhD, 2022; “Rethinking Australian curriculum policy through a systems thinking perspective”.
3. Rebecca Nicholson, M.Ed., 2020; “Grammar teaching within a standardized testing regime”.
4. Kathleen Clark, M.Ed., 2008. “Pastoral care and teacher professionalism”. Winner of the Thelma Harley Brown Prize in Education for best masters (research) degree thesis.

Books

• Perry, L., (2009),Western Perspectives of Post-communist European Schooling: Talking Democracy, Making Empire,Lambert Academic Publishing.

Chapters

• Hesterman, S., Perry, L., Waniganayake, M., (2020),Access to Early Childhood Education,In: Bloomsbury Education and Childhood Studies, Bloomsbury Academic, pages to.
• Hesterman, S., Perry, L., Waniganayake, M., (2020),Overview of Early Childhood Education (Australia),In: Bloomsbury Education and Childhood Studies, Bloomsbury Academic, pages to.
• Hesterman, S., Perry, L., Waniganayake, M., (2020),Initial Teacher Education in Early Childhood Education (Australia),In: Bloomsbury Education and Childhood Studies, Bloomsbury Academic, pages to.
• Perry, L., (2018),Educational inequality in Australia,In: How unequal? Insights into inequality, Committee for Economic Development of Australia, pages 56 to 67.
• Perry, L., (2013),Democratic Aspects of Communist and Post-communist Schooling in Central and Eastern Europe,In: Logics of Socialist EducationEngaging with Crisis, Insecurity and Uncertainty, Springer, pages 155 to 171.
• Perry, L., (2009),American Academics and Education for Democracy in Post-Communist Europe,In: American Post-Conflict Educational Reform: From the Spanish-American War to Iraq, Palgrave Macmillan, pages 169 to 188.
• Perry, L., (2005),Education for democracy: Some basic definitions, concepts, and clarifications,In: International Handbook on Globalization, Education and Policy Research: Global Pedagogies and Policies, Springer, pages 685 to 692.

Journals

• Rowe, E., Perry, L., (2021), Voluntary school fees in segregated public schools: How selective public schools turbo-charge inequity and funding gaps., Comparative Education, , , pages -.
• Dean, J., Roberts, P., Perry, L., (2021), School equity, marketisation and access to the Australian senior secondary curriculum, Educational Review, , , pages -.
• Rowe, E., Perry, L., (2020), Inequalities in the private funding of public schools: parent financial contributions and school socioeconomic status., Journal of Educational Administration and History, 52, 1, pages 42 - 59.
• Rowe, E., Perry, L., (2020), Private financing in urban public schools: inequalities in a stratified education marketplace, The Australian Educational Researcher (AER), 47, Online first May 2019, pages 19 - 37.
• Sciffer, M., Perry, L., McConney, A., (2020), Critiques of socio-economic school compositional effects: Are they valid?, British Journal of Sociology of Education, 41, 4, pages 462 - 475.
• Leist, S., Perry, L., (2020), Quantifying segregation on a small scale: How and where locality determines student compositions and outcomes taking Hamburg, Germany as an example, School Effectiveness and School Improvement, 31, 3, pages 356 - 380.
• Dickson, A., Perry, L., Ledger, S., (2020), Challenges impacting student learning in the International Baccalaureate Middle Years Programme, Journal of Research in International Education, 19, 3, pages 183 - 201.
• Perry, L., Lubienski, C., (2020), Between-school stratification of academic curricular offerings in upper secondary education: School decision-making, curriculum policy context, and the educational marketplace., Oxford Review of Education, 46, 5, pages 582 - 600.
• Lubienski, C., Perry, L., (2019), The third-sector and innovation: Competitive strategies, incentives, and impediments to change, Journal of Educational Administration, 57, 4, pages 329 - 344.
• Dickson, A., Perry, L., Ledger, S., (2019), Letting go of the Middle Years Programme: Three schools rationales for discontinuing an International Baccalaureate programme, Journal of Advanced Academics, 31, 1, pages 35 - 60.
• Dickson, A., Perry, L., Ledger, S., (2018), Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature, Journal of Research in International Education, 17, 3, pages 240 - 261.
• Sullivan, K., McConney, A., Perry, L., (2018), A Comparison of Rural Educational Disadvantage in Australia, Canada, and New Zealand Using OECD's PISA, Sage Open, 8, 4, pages -.
• Dickson, A., Perry, L., Ledger, S., (2017), How accessible is IB schooling? Evidence from Australia, Journal of Research in International Education, 16, 1, pages 65 - 79.
• Perry, L., Lamb, S., (2017), Curricular Differentiation and Stratification in Australia, Orbis scholae, , , pages 1 - 21.
• Perry, L., (2017), Assessing the performance of educational research in Australian universities: An alternative perspective, Higher Education Research and Development, online version available, , pages -.
• Perry, L., Lubienski, C., Ladwig, J., (2016), How do learning environments vary by school sector and socioeconomic composition? Evidence from Australian students, Australian Journal of Education, , , pages -.
• Mowbray, R., Perry, L., (2015), Improving lecture quality through training in public speaking, Innovations in Education and Teaching International, 52, 2, pages 207 - 217.
• Bogachenko, T., Perry, L., (2015), Vospitanie and regime change: Teacher-education textbooks in Soviet and post-Soviet Ukraine, Prospects: Quarterly Review of Comparative Education, 45, 4, pages 549 - 562.
• Sullivan, K., Perry, L., McConney, A., (2014), How do school learning environments differ across Australia's rural, regional and metropolitan communities?, The Australian Educational Researcher (AER), 41, 5, pages 521 - 540.
• Prodonovich, S., Perry, L., Taggart, A., (2014), Developing conceptual understandings of the capacity to aspire for higher education, Issues in Educational Research, 24, 2, pages 174 - 189.
• Perry, L., Southwell, L., (2014), Access to academic curriculum in Australian secondary schools: A case study of a highly marketised education system, Journal of Education Policy, 29, 4, pages 467 - 485.
• Song, S., Perry, L., McConney, A., (2014), Explaining the achievement gap between Indigenous and non-Indigenous students: An analysis of PISA 2009 results for Australia and New Zealand, Educational Research and Evaluation, 20, 3, pages 178 - 198.
• Sullivan, K., Perry, L., McConney, A., (2013), How do school resources and academic performance differ across Australia's rural, regional and metropolitan communities?, The Australian Educational Researcher (AER), 40, 3, pages 353 - 372.
• Bogachenko, T., Perry, L., (2013), Conceptualisations of school relationships in Soviet and Post-Soviet Ukraine: A comparative analysis of teacher education textbooks, Educational Practice and Theory, 35, 1, pages 7 - 25.
• Perry, L., McConney, A., (2013), School socioeconomic status and student outcomes in reading and mathematics: A comparison of Australia and Canada, Australian Journal of Education, 57, 2, pages 124 - 140.
• Perry, L., (2012), Causes and Effects of School Socio-Economic Composition? A Review of the Literature, Education and Society, 30, 1, pages 19 - 35.
• Perry, L., Southwell, L., (2011), Developing intercultural understanding and skills: models and approaches, Intercultural Education, 22, 6, pages 453 - 466.
• McConney, A., Perry, L., (2010), Science and mathematics achievement in Australia: The role of school socioeconomic composition in educational equity and effectiveness, International Journal of Science and Mathematics Education, 8, 3, pages 429 - 452.
• McConney, A., Perry, L., (2010), Socioeconomic status, self-efficacy, and mathematics achievement in Australia: a secondary analysis, Educational Research for Policy and Practice, 9, 2, pages 77 - 91.
• Perry, L., McConney, A., (2010), School socio-economic composition and student outcomes in Australia: Implications for education policy, Australian Journal of Education, 54, 1, pages 72 - 85.
• Chapman, R., Styles, I., Perry, L., Combs, S., (2010), Examining the characteristics of workplace violence in one non-tertiary hospital, Journal of Clinical Nursing, 19, 3-4, pages 479 - 488.
• Chapman, R., Styles, I., Perry, L., Combs, S., (2010), Nurses' experience of adjusting to workplace violence: A theory of adaptation, International Journal of Mental Health Nursing, 19, 3, pages 186 - 194.
• Perry, L., McConney, A., (2010), Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003, Teachers College Record, 112, 4, pages 1137 - 1162.
• Chapman, R., Perry, L., Styles, I., Combs, S., (2009), Consequences of workplace violence directed at nurses, British Journal of Nursing, 18, 20, pages 1256 - 1261.
• Perry, L., (2009), Conceptualizing Education Policy in Democratic Societies, Educational Policy, 23, 3, pages 423 - 450.
• Perry, L., (2009), Characteristics of equitable systems of education: A cross-national analysis., European Journal of Education: Research, Development and Policies, 41, 1, pages 79 - 100.
• Chapman, R., Perry, L., Styles, I., Combs, S., (2009), Predicting patient aggression against nurses in all hospital areas., British Journal of Nursing, 18, 8, pages 476 - 483.
• Perry, L., Tor, G., (2008), Understanding Educational Transfer: Theoretical Perspectives and Conceptual Frameworks, Prospects: Quarterly Review of Comparative Education, 38, 4, pages 509 - 526.
• Perry, L., (2008), Using PISA to examine educational inequality, Orbis scholae, 2, 2, pages 77 - 86.
• Perry, L., (2005), Globalization and Democratic Aspects of Post-communist Education, Educational Practice and Theory, 27, 1, pages 5 - 23.
• Perry, L., (2005), The seeing and the seen: contrasting perspectives of post-communist Czech schooling, Compare, 35, 3, pages 265 - 283.
• Perry, L., (2003), Democratic Aspects of Post-Communist Schooling, Political Crossroads, 11, 2, pages x - x.
• Perry, L., (2003), Key Concepts in Democracy and Education, Education and Society, 21, 3, pages x - x.

Conference

• Phillips, R., Maor, D., Cumming-Potvin, W., Roberts, P., Herrington, J., Preston, G., Moore, E., Perry, L., (2011),Learning analytics and study behaviour: A pilot study,In: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Annual Conference (2011).
• McConney, A., Perry, L., (2008),Secondary analysis of large-scale international datasets in the service of national education policy evaluation: The case of PISA Australia.,In: Australasian Evaluation Society (AES) International Conference (2008).
• Perry, L., (2008),Why are some national systems of education more equitable than others?,In: 36th Australian and New Zealand Comparative and International Education Society (ANZCIES) (2008).
• Perry, L., (2008),School Composition and Student Outcomes: A Review of Emerging Areas of Research,In: Australian Association for Research in Education (AARE) International Education Research Conference (2007).
• Perry, L., (2007),School Composition, School Choice and School Segregation,In: 22nd Western Australian Institute for Educational Research (WAIER) Forum (2007).
• Perry, L., Tor, G., (2007),Educational Transfer: Analytical frameworks, conceptualisations and motives,In: 35th Australian and New Zealand Comparative and International Education Society (ANZCIES) Annual Conference (2007).
• Perry, L., (2006),A Model for Conceptualizing Democratic Education,In: 22nd Comparative Education Society in Europe (CESE) Conference (2006).
• Perry, L., (2006),School Choice in Australia and the US: The Impact of Values and Ideology on Educational Change,In: 34th Australian and New Zealand Comparative and International Education Society (ANZCIES) Annual Conference (2006).
• Perry, L., (2003),Talking Democracy, Making Empire: Western Discourse of Post-Communist European Schooling,In: Annual Meeting of the Comparative and International Education Society (CIES) (2003).
• Perry, L., (2002),Democratic Aspects of Post-communist Education,In: Comparative and International Education Society 2002.
• Perry, L., (2001),Contrasting Perspectives of Post-Communist Czech Schooling,In: Annual Conference of the Comparative and International Education Society 2001.
• Perry, L., (2000),American Actors in the Process of Czech Educational Reform,In: Annual Conference of the Comparative and International Education Society 2000.
• Perry, L., (1999),Czech Educational Reform: Czech and Foreign Perspectives,In: Annual Conference of the Comparative and International Education Society 1999.

 (forthcoming)

Dickson, A., Perry, L.B., Ledger, S. (2021). Challenges of the International Baccalaureate Middle Years Programme: Insights for school leaders and policy makers. Education Policy Analysis Archives, 29(137). https://doi.org/10.14507/epaa.29.5630

 Sciffer, M., Perry, L. B., & McConney, A. (2021). Appropriate modelling of school compositional effects: A response to Malatinszky and Armor, and Marks. British Journal of Sociology of Education, 42(5-6), 627–632. https://doi.org/10.1080/01425692.2021.1959301

Perry, L. B., Rowe, E., & Lubienski, C. (2022). Theoretical perspectives on school segregation. Comparative Education (forthcoming). *

Lubienski, C., Perry, L. B., Canbolat, Y., & Kim, J. (2022). Market models and segregation: Examining mechanisms of student sorting. Comparative Education (forthcoming). *

Sciffer, M., Perry, L. B., & McConney, A. (2022). The moderation of socio-economic compositional effects by national schooling systems: A comparative OECD trend analysis. Comparative Education (forthcoming).

Perry, L. B., McSporran, G., and Whipp, P. (2022). Family, school, and community contributions to student outcomes, in M. Berends, B. Schneider, & S. Lamb (eds), SAGE Handbook on the Sociology of Education (forthcoming).