Sam Sims
Education · 2019–2020
A researcher in the Science corpus: 3 papers; trusts 12 researchers and is trusted by 0 researchers here, as inferred from the citation graph.
Subfields
- Education — 21 citations into it
- Developmental and Educational Psychology — 8 citations into it
- Sociology and Political Science — 5 citations into it
Whom Sam Sims trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- C. Dunst
- M. Kraft
- M. Kennedy
- K. Yoon
- Laura Desimone
- T. Guskey
- Lance Lochner
- E. Hundert
- David Blazar
- M. Bruder
Papers from Sam Sims's perspective
Ordered by how strongly the researchers Sam Sims trusts endorse each paper. Same corpus, a different order for every researcher.
- Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures
- Reviewing the evidence on how teacher professional development affects student achievement
- How Does Professional Development Improve Teaching?
- What Makes Professional Development Effective?
- Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010.
- Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
- An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement (Science)
- The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence
- A new look at habits and the habit-goal interface. (Psychology Review)
- Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. (Psychological bulletin)
Their papers
- How did the early stages of the COVID-19 pandemic affect teacher wellbeing? (2020) — 100 citations
- Identifying the characteristics of effective teacher professional development: a critical review (2020) — 302 citations
- The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England (2019) — 170 citations