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., & 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.

Journal paper here


Jerrim, J., & Sims, S. (In Press). School accountability and teacher stress: international evidence from the OECD TALIS study. Educational Assessment, Evaluation and Accountability.

Journal paper here


Sims, S., Jerrim, J., Taylor, H., & Allen, B. (In Press). Is teaching bad for your health? Evidence from biomarker data. Oxford Review of Education.


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. (2021). 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.

Journal paper here


Sims, S. (2020). Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis. Educational Researcher.

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.

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.

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.

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.

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.

Journal paper here / Working paper here /  Coverage here / Podcast 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.

Journal paper here


Sims, S., & Allen, R. (2018). Identifying schools with high usage and high loss of newly qualified teachers. National Institute Economic Review.

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.

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. Department for Education.

Paper  here / Blog 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