Sims, S. (In Press). Why do some schools struggle to retain staff? Development and validation of the Teachers’ Working Environment Scale (TWES). Review of Education.
Sims, S., Outhwaite, L., & Bennett, S. (Under Review). Using ‘approach goals’ to increase student motivation for independent study: A randomised controlled field trial.
Sims, S., Ander, J., Inglis, M., & Lortie-Forgues, H. (Under Review). Quantifying ‘promising trials bias’ in randomized controlled trials in education.
Jerrim, J., Sims, S., Taylor, H., & Allen, B. (In Press). Has the mental health and wellbeing of teachers in England changed over time? New evidence from three datasets. Oxford Review of Education.
Jerrim, J., & Sims, S. (In Press). School accountability and teacher stress: international evidence from the OECD TALIS study. Educational Assessment, Evaluation and Accountability.
Sims, S., Jerrim, J., Taylor, H., & Allen, B. (In Press). Is teaching bad for your health? Evidence from biomarker data. Oxford Review of Education.
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.
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.
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.
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.
Sims, S., & Fletcher-Wood, H. (2021). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement.
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.
Sims, S. (2020). Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis. Educational Researcher.
Sims, S. (2020). Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility. British Educational Research Journal.
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.
Zieger, L., Sims, S., & Jerrim, J. (2019). Comparing teachers’ job satisfaction across countries. A multiple-pairwise measurement invariance approach. Educational Measurement: Issues and Practice.
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.
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.
Sims, S., & Allen, R. (2018). Identifying schools with high usage and high loss of newly qualified teachers. National Institute Economic Review.
Allen, R., & Sims, S. (2018). Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools. Oxford Review of Education.
Allen R., & Sims, S. (2018). The Teacher Gap. London: Routledge.
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.
Jerrim, J., & Sims, S. (2019). The Teaching and Learning International Survey (TALIS) 2018. Department for Education.
Sims, S. (2019). Increasing the quantity and quality of science teachers in schools: Eight evidence-based principles. Gatsby Foundation.
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.
Sam Sims Quantitative Education Research