Sally Thomas
Decision Sciences · Indiana University
Publications
245
Citations
7,136
Est. group size
—
Recurring co-author estimate
Active years
54
Publishing since 1972
Sally Thomas studies how the quality of schools and teachers is measured and improved, with a focus on educational assessment, school inspection, and 'value-added' methods that estimate a school's contribution to student progress. Much of the work compares education systems in different countries (for example China, Chile, Mexico, and Indonesia) and examines topics such as teacher professional development and the schooling of disadvantaged children. Some of the listed publications appear to be from unrelated fields and may reflect name overlap in the data.
Publication activity has been modest and somewhat declining, peaking around 2019 and averaging under two papers per year over the last five years.
Generated by claude-opus-4-8 from public bibliographic data · Jul 11, 2026
- Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality: Do discrepancies in opinions reflect different school contexts?
Studies In Educational Evaluation · 2025
- Exploring the Role of School and Classroom Climate in Shaping Mathematics Achievement and Self-Concept: A Multilevel Analysis of Indonesian Students Using TIMSS 2011
Research Square · 2025
- Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case
Assessment in Education Principles Policy and Practice · 2023
- Social work in alcohol and other drug service navigation: supporting social complexity in dual diagnosis
Advances in Dual Diagnosis · 2023
- The challenges of school inspection practice in demonstrating and improving education quality: stakeholder perceptions in China
Educational Assessment Evaluation and Accountability · 2022
- Review of evaluation approaches for school principals
Elsevier eBooks · 2022
- Evaluating schools as professional learning communities
Elsevier eBooks · 2022
- ‘Closing the gap’: the conditions under which children in care are most likely to catch up in mainstream schools
Oxford Review of Education · 2021
- The education of children in care and children in need: Who falls behind and when?
Child & Family Social Work · 2020
- School and Teacher Value Added Performance and the Relationship with Teacher Professional Development in Mainland China
2020
- Harvey Goldstein: a tribute and appreciation
Assessment in Education Principles Policy and Practice · 2020
- Value-added indicators for a fairer Chilean school accountability system: a pending subject
Journal of Education Policy · 2019
- PIN96 DEVELOPMENT OF PATIENT-REPORTED OUTCOME (PRO) AND OBSERVER-REPORTED OUTCOME (OBSRO) MEASURES FOR ASSESSMENT OF SYMPTOM INTENSITY IN DENGUE ILLNESS
Value in Health · 2019
- Educational effectiveness in Chilean secondary education: comparing different ‘value added’ approaches to evaluate schools
2019
- Chapter 9: Educational Effectiveness Research Example from Asia: School and Teacher Value Added Performance and the Relationship with Teacher Professional Development in Mainland China
Bristol Research (University of Bristol) · 2019
- Bristol Research (University of Bristol)×5
- Assessment in Education Principles Policy and Practice×3
- Elsevier eBooks×2
- Archives of Sexual Behavior×1
- UCL Discovery (University College London)×1
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 11, 2026.
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