| Identifying the characteristics of effective teacher professional development: a critical review S Sims, H Fletcher-Wood School effectiveness and school improvement 32 (1), 47-63, 2021 | 473 | 2021 |
| The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England J Jerrim, M Oliver, S Sims Learning and Instruction, 101310, 2020 | 240 | 2020 |
| How did the early stages of the COVID-19 pandemic affect teacher wellbeing R Allen, J Jerrim, S Sims Centre for Education Policy and Equalising Opportunities (CEPEO), 20-15, 2020 | 223 | 2020 |
| Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility S Sims British Educational Research Journal 46 (2), 301-320, 2020 | 215* | 2020 |
| Effective teacher professional development: new theory and a meta-analytic test S Sims, H Fletcher-Wood, A O’Mara-Eves, S Cottingham, C Stansfield, ... Review of Educational Research, 00346543231217480, 2023 | 172* | 2023 |
| When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks J Jerrim, S Sims Teaching and Teacher Education 105, 103395, 2021 | 109 | 2021 |
| The teacher gap R Allen, S Sims Routledge, 2018 | 105 | 2018 |
| Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools R Allen, S Sims Oxford Review of Education 44 (4), 441-458, 2018 | 103* | 2018 |
| School accountability and teacher stress: international evidence from the OECD TALIS study J Jerrim, S Sims Educational Assessment, Evaluation and Accountability 34 (1), 5-32, 2022 | 91 | 2022 |
| New evidence on teachers’ working hours in England. An empirical analysis of four datasets R Allen, A Benhenda, J Jerrim, S Sims Research Papers in Education 36 (6), 657-681, 2021 | 75 | 2021 |
| The Teaching and Learning International Survey (TALIS) 2018 J Jerrim, S Sims Department for Education, 2019 | 73 | 2019 |
| Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science M Hobbiss, S Sims, R Allen Review of Education 9 (1), 3-23, 2021 | 43 | 2021 |
| Has the mental health and wellbeing of teachers in England changed over time? New evidence from three datasets J Jerrim, S Sims, H Taylor, R Allen Oxford Review of Education 47 (6), 805-825, 2021 | 41 | 2021 |
| Essays on the recruitment and retention of teachers S Sims UCL (University College London), 2018 | 40 | 2018 |
| How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets J Jerrim, S Sims, H Taylor, R Allen Review of Education 8 (3), 659-689, 2020 | 39 | 2020 |
| Identifying schools with high usage and high loss of newly qualified teachers S Sims, R Allen National Institute Economic Review 243 (1), R27-R36, 2018 | 39 | 2018 |
| Comparing Teachers’ Job Satisfaction across Countries: A Multiple‐Pairwise Measurement Invariance Approach L Zieger, S Sims, J Jerrim Educational Measurement: Issues and Practice 38 (3), 75-85, 2019 | 37 | 2019 |
| Why do so few low‐and middle‐income children attend a grammar school? New evidence from the Millennium Cohort Study J Jerrim, S Sims British Educational Research Journal 45 (3), 425-457, 2019 | 33 | 2019 |
| Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS J Jerrim, S Sims, M Oliver Teachers and Teaching 29 (2), 220-240, 2023 | 32 | 2023 |
| Quantifying “promising trials bias” in randomized controlled trials in education S Sims, J Anders, M Inglis, H Lortie-Forgues Journal of Research on Educational Effectiveness 16 (4), 663-680, 2023 | 27 | 2023 |
