My Research

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 Education8(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 herehere, 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 Instruction61, 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 Review243(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.

Paper here / Thread here

Sims, S. (2020). School absences and pupil achievement. CEPEO Briefing Paper No. 1.

Paper here / Coverage here

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