Research on teaching practices, teacher effectiveness and their relationship to pupil outcomes.
Allen et al (2026). Challenges and validation in estimating teacher value-added in English secondary schools. International Journal of Research and Method in Education.
Journal paper here
Jerrim, J., Allen, R., Carvajal, M. P., Chande, R., Coe, R., Davey, C., … & Ventista, O. (2025). Initial estimates of teacher value‐added in English primary schools. British Educational Research Journal.
Journal paper here
Jerrim, J., Lopez-Agudo, L., Sims, S., & Marcenaro-Gutierrez, O. (2025). Teaching for near transfer: Is maths instruction aimed at schema formation and abstraction associated with pupils’ ability to answer unfamiliar maths questions? Learning and Individual Differences.
Journal paper here
Jerrim, J., Sims, S., & Oliver, M. (2023). Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS. Teachers and Teaching.
Journal paper here
Sims, S., & Jerrim, J. (2022). Traditional and progressive orientations to teaching: new empirical evidence on an old debate.
Working paper here / TES feature here / Seminar recording here
Sims, S., Outhwaite, L., & Bennett, S. (2021). Using ‘approach goals’ to increase student motivation for independent study: A randomised controlled field trial.
Working paper here / Thread here / Coverage here
Jerrim, J., Oliver, M., & Sims, S. (2019). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction.
Journal paper here / Thread here / Podcast here / Cited by Ofsted here
Sam Sims Quantitative Education Research 