Sam Sims’s research while affiliated with University College London and other places

... Recent efforts have aimed to enhance AI literacy among educators through structured training programs to support effective AI integration in teaching (Wang et al., 2024). However, significant gaps remain in preparing educators for the practical implementation of AI tools, and the success of AI in language education depends on model accuracy and reliability (Sims et al., 2023). ...

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Secondary School Teachers’ Experiences with Generative AI in Maltese Language Teaching

... The (poor) performance of their students on external assessments makes teachers feel anxious, under pressure, guilty and sometimes even embarrassed (Jerrim et al., 2024;Smith, 1991;Vértiz-Osores et al., 2019). Even teachers whose students are successful on external assessments feel anxious because they feel pressure from the principal to maintain high results or increase them compared to the previous year (Smith, 1991) or their salary partly depends on it (Hatch, 2013 in Werler andKlepstad Faerevaag, 2017). ...

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Teachers' Attitudes toward the National Assessment of Knowledge in Third-Grade Mathematics in Slovenia

... In addition, teacher well-being is associated with important outcomes, including how long teachers persist in the profession, how effective they are, how often they are absent, and their willingness to help with school reform efforts (Duckworth et al., 2009;UNESCO, 2023). There is evidence that teacher well-being was low in the U.S. before 2020 and that the stressors introduced by the COVID-19 pandemic have exacerbated the stress and burnout teachers experience (Jerrim et al., 2024;Ma et al., 2022). ...

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Exploring the Responsibilities, Boundaries, and Well-Being of Teachers in the Philippines

... Even though anxiety over a test could boost motivation, concentration, and effort, which would result in better grades (Kader 2016), a meta-analysis on test anxiety showed that regardless of testing format, a high level of test anxiety was associated with low performance for students (von der Embse et al. 2018). On the other side, Jerrim et al. (2023) found that test anxiety-whether very high, very low, or moderate-does not seem to have a strong relationship with performance. The results suggest that the common belief that high anxiety negatively affects grades might not always hold true, as the differences were small and did not change based on factors like past performance or socioeconomic status. ...

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ACT‐Based Psychoeducation Program for Reducing Test Anxiety: A Mixed Method Case Study of Economically Disadvantaged Students

... Self-esteem is a critical quality that enables teachers to deliver lessons effectively, manage classrooms efficiently, and inspire students (Omodan et al., 2022). Teachers with high self-esteem are more likely to experiment with innovative teaching methods, fostering a dynamic learning environment (Jerrim et al., 2023). The importance of these qualities cannot be overstated, as they enhance student learning, resulting in better academic outcomes and personal growth (Day et al., 2016). ...

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The Mediating Role of Mindful Attention Awareness in the Relationship Between Self-Esteem and Cognitive Flexibility Among Pre-service Teachers

... Det er en studie i vårt utvalg (Sims & Benhenda, 2022) fra England som finner at matematikk og fysikk laerere som er kvalifisert til å få ca. £2000 mer per år i lønn (gjelder noen distrikter i England) har større sannsynlighet til å bli. ...

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Å rekruttere og beholde laerere i barne hage og skole - et kunnskapsgrunnlag

... It seems likely that waiting list and "as usual" controls will continue to be preferred by schools and trialists Wheatley et al., 2020). As such, trialists might consider reporting downweighted or adjusted results from waiting list-controlled studies alongside main effects (Hafliðadóttir et al., 2021;Sims et al., 2023). As well as contributing to the evidence base about control group moderation effects, this could be important information for school leaders and policymakers when commissioning mental health services in educational settings. ...

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Exploring the Moderating Effect of Control Group Type on Intervention Effectiveness in School-Based Anxiety and Depression Prevention: Findings from a Rapid Review and Network Meta-analysis

... The literature is almost in consensus with the features of effective PD based on the relevant literature on PD design (Desimone 2009, Darling-Hammond et al. 2017, effectiveness studies of PD on fostering teacher change (i.e. Timperley et al. 2007), and recent systematic reviews and metaanalysis (Sims et al. 2021, Cirkony et al. 2024. Similar features are consistent and hold promise for online (Bragg et al. 2021), blended (Mouza et al. 2022), and bichronous PD studies (Martin et al. 2023aNalbantoglu et al. 2024) and outlined in systematic reviews (e.g. ...

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Artificial intelligence professional development: a systematic review of TPACK, designs, and effects for teacher learning

... As a solution, researchers propose using aggregate school-level datasets to carry out program evaluation in valid, nonintrusive, and cost-effective ways (Jacob et al., 2014;Hallberg et al., 2018;Stuart, 2007). A number of within-study comparisons demonstrate that quasi-experimental designs can produce valid estimates that are similar to experimental designs when the comparison group is carefully selected and the pre-intervention trend is adequately modeled (e.g., Hallberg et al., 2020;Jacob et al., 2016;Sims et al., 2022;St. Clair et al., 2016). ...

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The limited impact of extending the school week on educational outcomes in Dutch primary education: a quasi-experimental study using penalized synthetic control analysis

... The field is clouded by definitional problems (Macdonald, 1999;Rinke, 2007;Weldon, 2018) as past research has not used consistent nomenclature for the variety of behaviours related to the change in the number of teachers from one year to the next in a school and/or the profession. Terms such as 'turnover ', 'attrition', 'movement', 'churn', 'leaving', 'continuing', and 'wastage' are used inconsistently across the body of research (Atteberry et al., 2017;Brantlinger, 2021;Menzies, 2023;Plunkett & Dyson, 2011;Quartz et al., 2008;Rinke & Mawhinney, 2017;Sims, 2021;Worth & De Lazzari, 2017). We use 'turnover' to describe all teacher departures from a school (Sorensen & Ladd, 2020) and distinguish within the concept of 'turnover' that 'migration' is when teachers move schools but stay in teaching, and 'attrition' is when teachers leave the profession altogether (Ryan et al., 2017). ...

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What really influences teacher attrition, migration, and retention?