Sims, S., & Benhenda, A. (2022). The effect of financial incentives on the retention of shortage-subject teachers: evidence from England.
Working paper here
Sims, S., Anders, J., & Zieger, L. (In Press). The internal validity of the school-level comparative interrupted time series design: evidence from four new within-study comparisons. Journal of Research on Educational Effectiveness.
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., Anders, J. (2021). Effective teacher professional development: new theory and a meta-analytic test.
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.
Sims, S. (2021). Why do some schools struggle to retain staff? Development and validation of the Teachers’ Working Environment Scale (TWES). Review of Education.
Jerrim, J., Sims, S., Taylor, H., & Allen, B. (2021). 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. (2021). 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. (2021). Is teaching bad for your health? Evidence from biomarker data. Oxford Review of Education.
Allen, R., Benhenda, A., Jerrim, J., & Sims, S. (2021). 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). Making good on the ITT Market Review. Gatsby.
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