Sims, S., & Fletcher-Wood, H. (In Press). Identifying the characteristics of effective teacher professional development: a critical review. School Effectiveness and School Improvement.
Jerrim, J., Sims, S., Taylor, H., & Allen, B. (In Press). How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets. Review of Education.
Sims, S., Hobbiss, M., & Allen, B. (In Press). Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science. 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.
Sims, S. (2020). Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis. Educational Researcher, 49(4).
Sims, S. (2020). Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility. British Educational Research Journal, 46(2), 301-320.
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.
Sims, S., & Fletcher-Wood, H. (In Press). 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. (2020). School absences and pupil achievement. CEPEO Briefing Paper No. 1.
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. 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