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.
Sims, S. (In Press). Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility. Forthcoming in British Educational Research Journal.
Sims, S. (In Press). Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis. Forthcoming in Educational Researcher.
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.
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.
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.
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.
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.
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.
Allen R., & Sims, S. (2018). The Teacher Gap. London: Routledge.
Work under review
Sims, S., Hobbiss, M., & Allen, B. (Under Review). Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science.
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.
Sims, S., & Jerrim, J. (2020). TALIS 2018: teacher working conditions, turnover and attrition. London: Department for Education.
Jerrim, J., & Sims, S. (2019). The Teaching and Learning International Survey (TALIS) 2018. London: Department for Education.
Sims, S. (2019). Increasing the quantity and quality of science teachers in schools: Eight evidence-based principles. London: 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. London: Gatsby Foundation.
Sam Sims Quantitative Education Research