Published work
Sims, S., Outhwaite, L., & Bennett, S. (Under Review). Using ‘approach goals’ to increase student motivation for independent study: A randomised controlled field trial.
Working paper here / Thread here / Coverage here
Sims, S., Ander, J., Inglis, M., & Lortie-Forgues, H. (Under Review). Quantifying ‘promising trials bias’ in randomized controlled trials in education.
Working paper here / Thread here
Jerrim, J., Sims, S., & Taylor, H. (In Press). I quit! Is there an association between leaving teaching and improvements in mental health? British Educational Research Journal.
Journal paper here
Bokhove, C., & Sims, S. (In Press). 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
Hobbiss, M., Sims, S., & Allen, B. (In Press). 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
Allen, R., Benhenda, A., Jerrim, J., & Sims, S. (In Press). 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
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
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, 8(3), 659-689.
Journal paper here
Sims, S. (2020). Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis. Educational Researcher, 49(4).
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, 46(2), 301-320.
Journal paper here / Working paper here / Coverage here / Cited in govt’s Retention Strategy (p. 7) 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, 56(5), 1769–1799.
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, 38(3), 75–85.
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, 61, 35-44.
Journal paper here / Twitter thread here / Podcast 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, 45(3), 425-457.
Journal paper here / Working paper here / Coverage here
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. British Journal of Educational Studies, 66(1), 1-18.
Journal paper here
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.
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, 44(4), 441-458.
Journal paper here / Coverage 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). 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. London: Department for Education. Paper available here.
Jerrim, J., & Sims, S. (2019). The Teaching and Learning International Survey (TALIS) 2018. Department for Education.
Paper here / Coverage here , here / Thread 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 / Twitter thread 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
