Allen, R., Ford, I., Jerrim, J., Menzies, L., Sims, S., Sonmez, B., & Wespieser, K. (2025). Evaluating teacher recruitment strategies: Using fully randomised paired conjoint experiments.
Working paper here / Coverage here
Sims, S., & Routledge, C. (2025). Understanding the decision (not) to become a teacher: evidence from survey experiments with undergraduates in the UK and US.
Working paper here / Coverage here and here / Thread here
Sims, S., Lowes‐Belk, H., & Routledge, C. (2025). Why do people choose to enter and exit the teaching profession? An interdisciplinary quantitative synthesis. British Educational Research Journal.
Journal paper here / Summary for Educators here / Column here
Lizarraga, L., Sims, S., & Woulfin, S. (2025) Teacher Professional Development: Costs, Benefits and Policy. AEFP Live Handbook of Education Policy Research.
Handbook chapter 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
Bokhove, C., Jerrim, J., Palma Carvajal, M., & Sims, S. (2024). Testing for sequential bias in school inspections. Oxford Review of Education.
Journal paper here / Working paper here / Blog here / Coverage here
Banks, B., Sims, S., Curran, J., Meliss, S., Chowdhury, N., Altunbas, H.G., Alexandri, N., MacTavish, L., & Instone, I. (2024). Decomposition and recomposition: effects on novice teachers’ enactment and transfer of behaviour management practices. Ambition Institute.
Journal paper here / Working paper here / Non-technical summary here / blogs here and here / thread here
Jerrim, J., Allen, R., & Sims, S. (2024). High stakes assessments in primary schools and teachers’ anxiety about work. Educational Assessment, 1-16.
Journal paper here
Bokhove, C., Jerrim, J., & Sims, S. (2024) Do schools that employ an Ofsted inspector get better inspection grades? British Educational Research Journal.
Journal paper here / Working paper here / Coverage here and here / Blog here
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., Anders, J. (2024). Effective teacher professional development: new theory and a meta-analytic test. Review of Educational Research.
Journal paper here / Working paper here / Longer EEF Paper here / Summary here / Podcast here / Guidance/resources here / Ofsted survey (Figure 9) here / Cited in the governments’ ITT/ECF framework here / Cited by Ofsted in their new framework here
Sims, S., Anders, J., Inglis, M., Lortie-Forgues, H., Styles, B., & Weidmann,
B. (2023). Experimental education research: rethinking why, how and when to use random assignment.
Working paper here
Jerrim, J., Morgan, A., Sims, S. (2023). Teacher autonomy: Good for pupils? Good for teachers? British Educational Research Journal.
Paper here / ‘Most viewed paper’ award 2023
Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., Mccrea, P. & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute.
Paper here / Summary for educators here / Blog here / Thread here
Bokhove, C., Jerrim, J., & Sims, S. (2023) How Useful are Ofsted Inspection judgements for Informing Secondary School Choice? Journal of School Choice.
Paper here / Blog here / Coverage here and here/ BBC editorial here / Thread here / Select Committee submission here
Bokhove, C., Jerrim, J., Sims, S. (2023). Are some school inspectors more lenient than others? School Effectiveness and School Improvement.
Paper here / Working paper here / Comment here / Coverage here and here / Select Committee submission 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., & Benhenda, A. (2022). The effect of financial incentives on the retention of shortage-subject teachers: evidence from England.
Working paper here / Cited by the Labour Party in their education policy framework here / Cited by the STRB in their 2024 report here / Cited by the National Audit Office here
Sims, S., Anders, J., & Zieger, L. (2022). The internal validity of the school-level comparative interrupted time series design: evidence from four new within-study comparisons. Journal of Research on Educational Effectiveness.
Journal paper here / Non-technical report here
Sims, S., Ander, J., Inglis, M., & Lortie-Forgues, H. (2022). Quantifying ‘promising trials bias’ in randomized controlled trials in education. Journal of Research on Educational Effectiveness.
Journal paper here / Working paper here / Thread here / Academic responses from John Deke and Andrew Gelman
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
Sims, S. (2021). Why do some schools struggle to retain staff? Development and validation of the Teachers’ Working Environment Scale (TWES). Review of Education.
Journal Paper here / Editorial here
Jerrim, J., Sims, S., Taylor, H., & Allen, B. (2021). Has the mental health and wellbeing of teachers in England changed over time? New evidence from three datasets. Oxford Review of Education.
Journal paper here / Coverage here / Podcast here
Jerrim, J., & Sims, S. (2021). School accountability and teacher stress: international evidence from the OECD TALIS study. Educational Assessment, Evaluation and Accountability.
Journal paper here / Coverage here
Sims, S., Jerrim, J., Taylor, H., & Allen, B. (2021). Is teaching bad for your health? Evidence from biomarker data. Oxford Review of Education.
Journal paper here / Coverage here
Allen, R., Benhenda, A., Jerrim, J., & Sims, S. (2021). New evidence on teachers’ working hours in England. An empirical analysis of four datasets. Research Papers in Education.
Journal paper here / Working paper here / Thread here / Coverage here , here , here / Cited in the government’s review of teaching workforce wellbeing here / REF Impact Case Study here
Jerrim, J., Sims, S., & Taylor, H. (2021). I quit! Is there an association between leaving teaching and improvements in mental health? British Educational Research Journal.
Podcast here
Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education.
Journal paper here / Working paper here / Related blog here / Podcast here
Hobbiss, M., Sims, S., & Allen, B. (2021). Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science. Review of Education.
Journal paper here / Seminar recording here / Coverage here / Cited in govt’s ITT Market Review here
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement.
Journal paper here / Working paper here / Coverage here / Blog here
Bokhove, C., & Sims, S. (2020). Demonstrating the potential of text mining for analysing school inspection reports: a sentiment analysis of 17,000 Ofsted documents. International Journal of Research and Method in Education.
Journal paper here
Jerrim, J., Sims, S., Taylor, H., & Allen, R. (2020). How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets. Review of Education.
Journal paper here / Coverage here / Podcast here
Sims, S. (2020). Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis. Educational Researcher.
Journal paper here / Response from the original authors here
Sims, S. (2020). Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility. British Educational Research Journal.
Journal paper here / Working paper here / Coverage here / Cited in govt’s Retention Strategy (p. 7) here / Winner BERJ Editors Choice Award 2021 here / REF Impact Case Study here
Jerrim, J., & Sims, S. (2020). The association between attending a grammar school and children’s socio-emotional outcomes. New evidence from the Millennium Cohort Study. British Journal of Educational Studies.
Journal paper here
Jerrim, J., & Sims, S. (2019). How do academically-selective school systems affect pupils’ social-emotional competencies and academic attainment? Evidence from the Millennium Cohort Study. American Educational Research Journal.
Journal paper here / Working paper here / Coverage here, here, here, here, here
Zieger, L., Sims, S., & Jerrim, J. (2019). Comparing teachers’ job satisfaction across countries. A multiple-pairwise measurement invariance approach. Educational Measurement: Issues and Practice.
Journal paper here / Working paper here / Coverage here and 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
Jerrim, J., & Sims, S. (2019). Why do so few low and middle-income children attend a grammar school? New evidence from the Millennium Cohort Study. British Educational Research Journal.
Journal paper here / Working paper here / Coverage here / Podcast here
Sims, S., & Allen, R. (2018). Identifying schools with high usage and high loss of newly qualified teachers. National Institute Economic Review.
Journal paper here / Blog here / Coverage here , here
Allen, R., & Sims, S. (2018). Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools. Oxford Review of Education.
Journal paper here / Coverage here / Cited by Ofsted in their new framework here
Allen R., & Sims, S. (2018). The Teacher Gap. London: Routledge.
Book available here/ Audiobook available here / Included in govt’s Initial Teacher Training Core Content Framework here
Commissioned reports/writing
Sims, S. (2021). Making good on the ITT Market Review. Gatsby.
Sims, S. (2021). The impact of timing of benefit payments on children’s outcomes. CEPEO Briefing Paper No. 11.
Sims, S. (2020). School absences and pupil achievement. CEPEO Briefing Paper No. 1.
Sims, S., & Fletcher-Wood, H. (2019). Identifying evidence-based professional development: programmes, forms and mechanisms. In Scutt, C., & Harrison, S., (Eds.) Teacher CPD: International trends, opportunities and challenges. John Catt Educational.
Paper here (p78)
Sims, S., & Jerrim, J. (2020). TALIS 2018: teacher working conditions, turnover and attrition. Department for Education.
Paper here / Blog here / REF Case Study here
Jerrim, J., & Sims, S. (2019). The Teaching and Learning International Survey (TALIS) 2018. Department for Education.
Paper here / Coverage here , here / Thread here / REF Impact Case Study here
Sims, S. (2019). Increasing the quantity and quality of science teachers in schools: Eight evidence-based principles. Gatsby Foundation.
Paper here / Coverage here , here / Cited by Ofsted here
Sims, S. (2018). What happens when you pay shortage subject teachers more money? Simulating the effect of early-career salary supplements on the supply of shortage-subject teachers in England. Gatsby Foundation.
Paper here / Coverage here / Referenced by govt’s teacher pay advisory body (p. 69) here and the Government’s Teacher Retention Strategy (p. 3, 14) here
Sam Sims Quantitative Education Research
Sam Sims Quantitative Education Research 