• Post Graduate Certificate, Research Degree Supervision, University of Northampton, 2009
• EdD, University of Bath, International Education, 2008
• MA, Professional Studies in Education, University College Northampton, 2001
• BEd (Hons), Primary Education, Leicester University, 1993

Dr. Estelle Tarry has over 30 years’ experience in education. She began her career as a primary school teacher in the UK, progressing to head of an infant school at a British international school in Sri Lanka, head of a British international school in Thailand, and head of an international school in the Netherlands. For the past 15 years, Dr. Tarry has been a university lecturer (Fellowship of Higher Education) in the UK, teaching and leading undergraduate and master’s programmes in education, and supervising PhD students. Dr. Tarry has led teaching workshops in the UK, France, Italy, Spain, The Netherlands, Romania, Ukraine and Azerbaijan. Her research has included teaching assistants, Thai university students, education in South Africa, expatriate Keralite parents’ expectations of the British schools, and primary and early years intercultural competencies. Dr. Tarry presently reviews articles for the Journal of Further and Higher Education and has spoken in Wales, Turkey, and Qatar. Her research interests include international and comparative education, teaching assistants, parents, learning and teaching, and intercultural competencies.

Expertise

• Primary and Early Years Pedagogy
• International and Comparative Education
• Teaching Assistants
• Parent Involvement
• Intercultural Competency

Recent Publications

Tarry, E. (Ed.). (2022). Challenges in Early Years and Primary Education: Employing critical thinking skills during turbulent times. London: Routledge.

Cox, A., & Tarry, E. (Eds.). (2015). Playful pedagogies. Woodbridge: John Catts Publications.

Tarry, E., & Cox, A. (2014). Professional development in international schools: Issues of inclusion identified by a group of international school teaching assistants. Journal of Research in Special Educational Needs (JORSEN), [14], [4], [248-254].