Published work
Sims, S. (In Press). Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility. Forthcoming in British Educational Research Journal.
Journal paper here / Working paper here / Coverage here / Cited in govt’s Retention Strategy (p. 7) here
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.
Journal paper here / Working paper here / Coverage here, here, 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 Instruction, 61, 35-44.
Journal paper here / Twitter thread 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 Review, 243(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.
Available here
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.
Working paper here / Coverage here
Allen, R., Benhenda, A., Jerrim, J., & Sims, S. (Under Review). New evidence on teachers’ working hours in England. An empirical analysis of four datasets.
Working paper here / Thread here / Coverage here , here , here
Commissioned reports
Jerrim, J., & Sims, S. (2019). The Teaching and Learning International Survey (TALIS) 2018. London: 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. London: 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. London: 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
