Sims, S., & Allen, R. (2018). Identifying schools with high usage and high loss of newly qualified teachers. National Institute Economic Review, 243(1), R27-R36.
Allen, R., & Sims, S. (2018). Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools. Oxford Review of Education, 44(4), 441-458.
Jerrim, J., & Sims, S. (2018). The association between attending a grammar school and children’s socio-emotional outcomes. New evidence from the Millennium Cohort Study. Forthcoming in British Journal of Educational Studies.
Journal paper here
Jerrim, J., & Sims, S. (In Press). Why do so few low and middle-income children attend a grammar school? New evidence from the Millennium Cohort Study. Forthcoming in British Educational Research Journal.
Jerrim, J., Oliver, M., & Sims, S. (In Press). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Forthcoming in Learning and Instruction.
Work in Progress
Zieger, L., Jerrim, J. & Sims, S. (Under Review). Comparing teachers’ job satisfaction across countries. A multiple-pairwise measurement invariance approach. Minor revisions Educational Measurement: Issues and Practice.
Sims, S., & Fletcher-Wood, H. (Under Review). Characteristics of effective teacher professional development: What we know, what we don’t know, how we can find out.
Jerrim, J., & Sims, S. (Under Review). How do academically-selective school systems affect pupil’s social-emotional competencies and academic attainment? Evidence from the Millennium Cohort Study.
Sims, S. (Under Review). Modelling the relationships between teacher working conditions, job satisfaction and desire to move schools.
Sims, S., & Allen, R. (Under Review). Evaluating the impact of an intensive professional development programme for secondary school middle leaders.
Earlier version here
Allen R., & Sims, S. (2018). The Teacher Gap. London: Routledge.
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. London: Gatsby Foundation.
Referenced by the government’s teacher pay advisory body (p.69) here
Allen, R., & Sims, S. (2017). Improving Science Teacher Retention. Wellcome Foundation.
Sam Sims Quantitative Education Research