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Pamela Sammons

Professor Emeritus of Education | Jesus College

pamela.sammons@education.ox.ac.uk

About me

Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.

Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.

Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).

She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.

She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.

Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.

Please find a copy of Pam’s recent publication list here in PDF format.

Research

Books

Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (2023). School Matters (pp. 1-314).

https://doi.org/10.1525/9780520330375
Hall, J., Lindorff, A., & Sammons, P. (Eds.). (2020). International perspectives in educational effectiveness research. Springer.

https://doi.org/10.1007/978-3-030-44810-3 https://ora.ox.ac.uk/objects/uuid:3d96d285-0110-4367-b63e-2ddaa59d0fc9
SIRAJ, I., Taggart, B., SAMMONS, P., MELHUISH, E., Sylva, K., & Shepherd, D.-L. (2019). Teaching in Effective Primary Schools: Research into pedagogy and children’s learning. Trentham Books (UCL- IOE Press).

https://www.ucl-ioe-press.com/books/early-years-and-primary-education/effective-teachers-in-primary-schools/
Chapman, C., Muijs, D., Reynolds, D., Sammons, P., & Teddlie, C. (2016). The Routledge International Handbook of Educational Effectiveness and Improvement, Research, policy, and practice. Taylor & Francis.

https://doi.org/10.4324/9781315679488
Kington, A., Sammons, P., Regan, P., Brown, E., & Ko, J. (2014). Effective Classroom Practice. McGraw-Hill Education (UK).
Siraj-Blatchford, I., Shepherd, D.-L., Sammons, P., Taggart, B., Melhuish, E., & Sylva, K. (2014). Effective Teachers in primary Schools: key research on pedagogy and children’s learning. Trentham Books.
Day, C., Sammons, P., & Leithwood, K. (2011). Successful School Leadership: Linking With Learning And Achievement Linking with Learning. McGraw-Hill Education (UK).
Kington, A., Regan, E., Sammons, P., & Day, C. (2011). Effective Classroom Practice in Primary and Secondary Schools: A Research Digest. Jubilee Press.
Day, C., Sammons, P., Stobart, G., Kingston, A., & Gu, Q. (2007). Teachers Matter (pp. 1-288). Open University Press.
Quinn, L., MELHUISH, E., Hanna, K., Sylva, K., Siraj-Blatchford, I., SAMMONS, P., Taggart, B., & Doyle, A. (2005). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 12: Pre-school Experience and Literacy and Numeracy Development At the End of Key Stage 1. Stranmillis University Press.
Quinn, L., Hanna, K., MELHUISH, E., Siraj-Blatchford, I., Sylva, K., SAMMONS, P., & Taggart, B. (2004). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 8: EPPNI Case Studies. Stranmillis University Press.
MELHUISH, E., Quinn, L., Hanna, K., Sylva, K., Siraj-Blatchford, I., SAMMONS, P., & Taggart, B. (2004). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 9: Pre-school Experience and Social/Behavioural Development at the End of Year 2 of Primary School. Stranmillis University Press.
Quinn, L., MELHUISH, E., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., Hanna, K., & Sweeney, G. (2003). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper Technical Paper 6: Pre-school experience and cognitive development and progress at the end of Year 1. Stranmillis Press.
MELHUISH, E., Quinn, L., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., & Shields, C. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 5: Pre-school Experience and Cognitive Development at the Start of Primary School. Stranmillis Press.
Quinn, L., Colhoun, J., Taggart, B., MELHUISH, E., Siraj-Blatchford, I., Sylva, K., SAMMONS, P., & McSherry, K. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 3: Pre-school Centre Characteristics: An Analysis of Centre Manager Interviews. Stranmillis University Press.
MELHUISH, E., Quinn, L., McSherry, K., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., & Guimares, S. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 1: Characteristics of Pre-school Environments in Northern Ireland: An Analysis of Observational Data. Stranmillis Press.
Sammons, P. (1999). School effectiveness: coming of age in the 21st century (pp. 10-13). SAGE Publications.

https://doi.org/10.1177/089202069901300504
MELHUISH, E., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 4: Parent, family and child characteristics in relation to type of pre-school and socio-economic differences. Institute of Education.

https://dera.ioe.ac.uk/18189/6/EPPE_TechnicalPaper_04_1999.pdf
Sylva, K., SAMMONS, P., MELHUISH, E., Siraj-Blatchford, I., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 1: An introduction to the EPPE project. Institute of Education.

https://dera.ioe.ac.uk/18189/3/EPPE_TechnicalPaper_01_1999.pdf
Siraj-Blatchford, I., Sylva, K., MELHUISH, E., SAMMONS, P., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 3: Contextualising EPPE: Interviews with Local Authority coordinators and centre managers. Institute of Education.

https://dera.ioe.ac.uk/18189/5/EPPE_TechnicalPaper_03_1999.pdf
SAMMONS, P., Sylva, K., MELHUISH, E., Siraj-Blatchford, I., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 2: Characteristics of the EPPE project sample at entry to the study. Institute of Education.

https://dera.ioe.ac.uk/18189/4/EPPE_TechnicalPaper_02_1999.pdf
Sammons, P., Thomas, S., & Mortimore, P. (1997). Forging Links: Effective Schools and Effective Departments. Paul Chapman.
Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1994). School Matters: the Junior Years. Paul Chapman.

Book chapters

Lindorff, A., Sammons, P., & Hall, J. (2020). International perspectives in educational effectiveness research: a historical overview. In J. Hall, A. Lindorff, & P. Sammons (Eds.), International perspectives in educational effectiveness research (pp. 9-31). Springer.

https://doi.org/10.1007/978-3-030-44810-3_2 https://ora.ox.ac.uk/objects/uuid:f95a59ef-a5ff-41cc-84e4-66d184dbd1c0
Hall, J., Sammons, P., & Lindorff, A. (2020). Continuing Towards International Perspectives in Educational Effectiveness Research. In International Perspectives in Educational Effectiveness Research (pp. 383-406). Springer Nature.

https://doi.org/10.1007/978-3-030-44810-3_14
Lindorff, A., Sammons, P., & Hall, J. (2020). International Perspectives in Educational Effectiveness Research: A Historical Overview. In International Perspectives in Educational Effectiveness Research (pp. 9-31). Springer Nature.

https://doi.org/10.1007/978-3-030-44810-3_2
Hall, J., Lindorff, A., & Sammons, P. (2020). Introduction. In International Perspectives in Educational Effectiveness Research (pp. 1-5).

https://doi.org/10.1007/978-3-030-44810-3_1
SAMMONS, P., & Davis, S. (2017). Mixed Methods Approaches and their Application in Educational Research. In The BERA/SAGE Handbook of Educational Research. SAGE Publications Limited.

https://doi.org/10.4135/9781473983953.n24
Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J., & Eisenstadt, N. (2017). Children’s Centres: An English Intervention for Families Living in Disadvantaged Communities. In Handbook on Positive Development of Minority Children and Youth (pp. 455-470). Springer Nature.

https://doi.org/10.1007/978-3-319-43645-6_27
Sammons, P., & Davis, S. (2016). Mixed Methods Approaches and their Application in Educational Research. In D. Wyse, N. Selwyn, E. Smith, & L. Suter (Eds.), BERA/SAGE Handbook of Educational Research. SAGE Publications.

https://ora.ox.ac.uk/objects/uuid:911edb21-8f0a-455c-93cb-f35da23b8fc8
Sammons, P., Davis, S., & Gray, J. (2016). Methodological and scientific properties of School Effectiveness Research: exploring the underpinnings, evolution and future directions of the field. In International Handbook of Educational Effectiveness and Improvement (pp. 25-76). Routledge.

https://ora.ox.ac.uk/objects/uuid:8b24bd4a-98b2-4171-baad-5da452cc5e33
Sammons, P., & Anders, Y. (2015). Researching equity and effectiveness in education: Examples from the UK and Germany. In International Handbook of Interpretation in Educational Research. Springer Netherlands.

https://doi.org/10.1007/978-94-017-9282-0_64 https://ora.ox.ac.uk/objects/uuid:2cae92d8-1fe8-4b1d-b67d-d10db3fd6966
Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2015). Home, Pre-school and Primary school effects when children are aged 11. In E. Mallou (Ed.), Kindergarten Teachers’s Handbook: Theory and Action.
Kington, A., Gates, P., & Sammons, P. (2015). Social relationships, interactions and behaviour: The impact of nursery education on two year old children. In Social Relationships and Friendships: Perceptions, Influences on Human Development and Psychological Effects (pp. 25-57).
Hall, J., & Sammons, P. (2014). Mediation, moderation, and interaction: Definitions, discrimination and (some) means of testing. In Handbook of Quantitative Methods for Educational Research (pp. 267-286). Springer Science and Business Media.

https://doi.org/10.1007/978-94-6209-404-8_13 https://ora.ox.ac.uk/objects/uuid:5d764ac0-29b0-4781-87d2-252fb8c8a168
Sammons, P., Kington, A., Robertson, D., & LINDORFF, A. (2014). The Impact of Effective Practice: learning from student voices. In A. Kington, P. Sammons, E. Brown, E. Regan, & J. Ko (Eds.), Effective Classroom Practice (pp. 110-130). Oxford University Press.
Chapman, C., Armstrong, P., Harris, A., Muijs, D., Reynolds, D., & Sammons, P. (2012). Conclusion. In School Effectiveness and Improvement Research, Policy and Practice: Challenging the Orthodoxy? (pp. 230-245).

https://doi.org/10.4324/9780203136553
Sammons, P. (2012). Methodological issues and new trends in educational effectiveness research. In School Effectiveness and Improvement Research, Policy and Practice: Challenging the Orthodoxy? (pp. 9-26).

https://doi.org/10.4324/9780203136553
Kington, A., Day, C., Sammons, P., Regan, E., Brown, E., & Gunraj, J. (2012). What makes teachers effective?: Profiles of innovative classroom practice. In The Routledge International Handbook of Teacher and School Development (pp. 319-334).

https://doi.org/10.4324/9780203815564-38
Sylva, K., Chan, L., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2011). Emergent Literacy Environments: Home and Pre-school Influences on Children’s Literacy Development. In Handbook of Early Literacy Research Vol. 3 (pp. 97-117). Institute of Education.
Sylva, K., Chan, L., Sammons, P., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2011). Emergent Literacy Environments: Home and Preschool Influences on Children’s Literacy Development. In Handbook of Early Literacy Research. Guilford Press.
Sammons, P. (2010). The Contribution of Mixed Methods to Recent Research on Educational Effectiveness. In SAGE Handbook of Mixed Methods in Social & Behavioral Research. SAGE.
Sammons, P. (2010). The EPPE research design: An educational effectiveness focus. In Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project (pp. 24-43).
Sammons, P. (2010). Do the benefits of pre-school last?: Investigating pupil outcomes to the end of Key Stage 2 (aged 11). In Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project (pp. 114-148).
Sammons, P. (2010). Does pre-school make a difference?: Identifying the impact of preschool on children’s cognitive and social behavioural development at different ages. In Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project (pp. 92-113).
Sammons, P. (2010). Equity and Educational Effectiveness. In International Encyclopedia of Education (pp. 51-57). Elsevier.

https://doi.org/10.1016/b978-0-08-044894-7.00419-x
Teddie, C., & Sammons, P. (2010). Applications of mixed methods to the field of educational effectiveness research. In Methodological Advances in Educational Effectiveness Research (pp. 115-152). Taylor & Francis.
Luyten, H., & Sammons, P. (2010). Methodological Advances in Educational Effectiveness Research. In Methodological Advances in Educational Effectiveness Research (pp. 246-276). Taylor & Francis.
Sammons, P., Anders, Y., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Barreau, S. (2009). Children’s cognitive attainment and progress in English primary schools during Key Stage 2: Investigating the potential continuing influences of pre-school education. In Frühpädagogische Förderung in Institutionen Zeitschrift für Erziehungswissenschaft. Sonderheft 11 | 2008 (pp. 179-198). Springer-Verlag.
Day, C., Sammons, P., Gu, Q., Kington, A., & Stobart, G. (2009). Committed for Life? Variations in Teachers’ Work, Lives and Effectiveness. In Teachers’ Career Trajectories and Work Lives (pp. 49-70). Springer Nature.

https://doi.org/10.1007/978-90-481-2358-2_4
Sammons, P. (2009). Equity and Educational Effectiveness. In International Encyclopedia of Education, Third Edition (pp. 51-57).

https://doi.org/10.1016/B978-0-08-044894-7.00419-X
Stoll, L., & Sammons, P. (2007). Growing Together: School Effectiveness and School Improvement in the UK. In International Handbook of School Effectiveness and Improvement (pp. 207-222). Springer Nature.

https://doi.org/10.1007/978-1-4020-5747-2_11
Taggart, B., & Sammons, P. (2004). Using your initiative - feedback to an LEA on a school improvement initiative. In Feedback For Learning (pp. 160-174).

https://doi.org/10.4324/9780203017678-14

Conference papers

LINDORFF, A., Hall, J., & SAMMONS, P. (2018, March 8). Evaluation of Inspire Maths: An Illustration of a Mixed Methods RCT in Education Research.
LINDORFF, A., SAMMONS, P., Kington, A., & Ortega, L. (2015, February 14). Teacher and student voices: Perspectives from ‘inspiring’ classrooms.
Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., & Siraj, I. (2015, January 1). What makes a successful transition from primary to secondary school in England?.
Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., & Smees, R. (2015, January 1). The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention.
SAMMONS, P., Kington, A., LINDORFF, A., & Ortega, L. (2014, February 15). Inspiring Teaching: Perspectives and practices.
Sammons, P., Hall, J., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2012, August 31). Protecting the development of 5-11 year olds from the impacts of early disadvantage: The Role of Primary School Academic Effectiveness. EARLI 2012 SIG 18 “Educational Effectiveness”.

https://ora.ox.ac.uk/objects/uuid:13197766-714c-4c9d-99e0-59f4eb16e209
Roberts, F., Sylva, K., & Sammons, P. (2012, August 30). Helping parents to support their children’s transition to school: a feasibility trial on ‘Ready to Go!’.
Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2008, January 2). What makes a Successful Transition from Primary to Secondary School?.
Hall, J., Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, E., Taggart, B., & Welcomme, W. (2008, January 1). Can pre-school protect?: Factors related to resilience in the development of pre-schoolers. British Educational Research Association (BERA) Annual Conference.
Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2007, January 1). EPPE 3-14: Transition between primary & secondary school: Evidence from the Effective Pre-school, Primary and Secondary Education Project.

Journal articles

Toth, K., Golden, S., & Sammons, P. (2024). Investigating the academic attainment and progress of children in receipt of individual counselling: A matched comparison study of primary school age children in England. Counselling and Psychotherapy Research, 24(4), 1269-1279.

https://doi.org/10.1002/capr.12741
Bernhard, R., McDermott, T., Hasenhüttl, C., Burn, K., & Sammons, P. (2024). A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools. School Effectiveness and School Improvement, 35(4), 506-530.

https://doi.org/10.1080/09243453.2024.2398601
Joseph, A., Sylva, K., Sammons, P., & Siraj, I. (2024). Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators. The British Journal of Educational Psychology, 94(1), 22-40.

https://doi.org/10.1111/bjep.12629
Liu, H., Sammons, P., & Menter, I. (2023). Exploring teacher identity tensions and coping strategies in a comparative case study of primary school teachers’ narratives. Teachers and Teaching, ahead-of-print(ahead-of-print), 1-34.

https://doi.org/10.1080/13540602.2023.2288627
Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 49(1), 114-135.

https://doi.org/10.1080/03054985.2022.2125371 https://ora.ox.ac.uk/objects/uuid:a75b54c1-e8bd-45de-b989-807a35889947
Liu, H., & Sammons, P. (2022). The art of ‘being positive’: narratives of transcendence and determination in a comparative study of teacher professional identities in state and private schools in mainland China. Teachers and Teaching, 28(3), 330-356.

https://doi.org/10.1080/13540602.2022.2062724
Charalambous, C., Praetorius, A.-K., Sammons, P., Walkowiak, T., Jentsch, A., & Kyriakides, L. (2021). Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions. Studies In Educational Evaluation, 71, 101092-101092.

https://doi.org/10.1016/j.stueduc.2021.101092
Panayiotou, A., Herbert, B., Sammons, P., & Kyriakides, L. (2021). Conceptualizing and exploring the quality of teaching using generic frameworks: A way forward. Studies In Educational Evaluation, 70, 101028-101028.

https://doi.org/10.1016/j.stueduc.2021.101028
Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. Frontiers in Education, 6, 581005.

https://doi.org/10.3389/feduc.2021.581005
Fackler, S., Malmberg, L.-E., & Sammons, P. (2021). An international perspective on teacher self-efficacy: Personal, structural and environmental factors. Teaching and Teacher Education, 99, 103255.

https://doi.org/10.1016/j.tate.2020.103255
Fackler, S., Sammons, P., & Malmberg, L. (2021). A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon and East and South‐East Asian countries. Review of Education, 9(1), 203-239.

https://doi.org/10.1002/rev3.3242
Fackler, S., Sammons, P., & Malmberg, L. (2021). Context and Implications Document for: A comparative analysis of predictors of teacher self‐efficacy in student engagement, instruction and classroom management in Nordic, Anglo‐Saxon, and East and South‐East Asian countries. Review of Education, 9(1), 240-242.

https://doi.org/10.1002/rev3.3241
Collie, R., Martin, A., Morin, A., Malmberg, L.-E., & Sammons, P. (2021). A Multilevel Person-Centered Examination of Teachers’ Workplace Experiences: Replication and Extension With Links to Instructional Support and Achievement. Frontiers in Psychology, 12, 711173.

https://doi.org/10.3389/fpsyg.2021.711173
Liu, H., & Sammons, P. (2021). Teaching in the shadow: Explorations of teachers’ professional identities in private tutoring institutions in China. International Journal of Educational Research Open, 2, 100071.

https://doi.org/10.1016/j.ijedro.2021.100071
Ertesvag, S., Sammons, P., & Blossing, U. (2020). Integrating data in a complex mixed-methods classroom interaction study. British Educational Research Journal, 47(3), 654-673.

https://doi.org/10.1002/berj.3678 https://ora.ox.ac.uk/objects/uuid:e518ecdf-c660-496b-a5fa-4d902dec243b
Lindorff, A., Jensch, A., Kaiser, G., Walkington, C., & Sammons, P. (2020). Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities. Studies in Educational Evaluation, 67.

https://doi.org/10.1016/j.stueduc.2020.100919 https://ora.ox.ac.uk/objects/uuid:9efafc9e-b122-4e08-ac6e-fc3e163daf23
Sylva, K., Sammons, P., Melhuish, E., Siraj, I., & Taggart, B. (2020). Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour. Zeitschrift für Erziehungswissenschaft, 23(3), 465-484.

https://doi.org/10.1007/s11618-020-00945-x https://ora.ox.ac.uk/objects/uuid:c8dbf970-fe84-4041-9996-25329d3f10c6
Hall, J., Malmberg, L., Lindorff, A., Baumann, N., & Sammons, P. (2020). Airbag moderation: the definition and statistical implementation of a new methodological model. International Journal of Research and Method in Education, 43(4), 379-394.

https://doi.org/10.1080/1743727X.2020.1735334 https://ora.ox.ac.uk/objects/uuid:8cc5faf2-de6f-48cf-824c-756dd2aa9632
Lehrl, S., Evangelou, M., & Sammons, P. (2020). The home learning environment and its role in shaping children’s educational development. School Effectiveness and School Improvement, 31(1), 1-6.

https://doi.org/10.1080/09243453.2020.1693487 https://ora.ox.ac.uk/objects/uuid:317fb976-9d97-4cb2-bcb8-9617b0510605
Collie, R., Malmberg, L.-E., Martin, A., Sammons, P., & Morin, A. (2020). A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being. Frontiers in Psychology, 11, 626.

https://doi.org/10.3389/fpsyg.2020.00626
Melhuish, E., Barnes, J., Gardiner, J., Siraj, I., Sammons, P., Sylva, K., & Taggart, B. (2019). A study of the long-term influence of early childhood education and care on the risk for developing special educational needs. Exceptionality Education International, 29(3).

https://doi.org/10.5206/eei.v29i3.9385 https://ora.ox.ac.uk/objects/uuid:f8e88e96-2a29-4269-a576-8cf59ecae58d
Toth, K., Sammons, P., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2019). Home learning environment across time: the role of early years HLE and background in predicting HLE at later ages. School Effectiveness and School Improvement, 31(1), 7-30.

https://doi.org/10.1080/09243453.2019.1618348 https://ora.ox.ac.uk/objects/uuid:8bc0b27e-9252-4762-8925-86b4465e68f7
Lindorff, A., Hall, J., & Sammons, P. (2019). Investigating a Singapore-based mathematics textbook and teaching approach in classrooms in England. Frontiers in Education, 4(2019).

https://doi.org/10.3389/feduc.2019.00037 https://ora.ox.ac.uk/objects/uuid:920cb283-50f9-41f5-a618-4a808bc3f4d8
Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T., & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389.

https://doi.org/10.1080/03054985.2018.1551195 https://ora.ox.ac.uk/objects/uuid:d3a1a4fd-6920-42b8-acd0-fad3ff25b1b6
Sammons, P., Kington, A., Lindorff, A., & Ortega, L. (2018). ’It ain’t (only) what you do, it’s the way that you do it’: A mixed method approach to the study of inspiring teachers. Review of Education, 6(3), 303-356.

https://doi.org/10.1002/rev3.3141 https://ora.ox.ac.uk/objects/uuid:05a8ee75-c5e5-4224-85bd-64776a9ee5b2
Davis-Singaravelu, S., & Sammons, P. (2018). Context and implications document for: ‘Are we there yet?’: A multimethod study of the Oxford University Press Pathways to school improvement. Review of Education, 7(1), 232-233.

https://doi.org/10.1002/rev3.3144 https://ora.ox.ac.uk/objects/uuid:02485943-7ecd-4a2d-90c4-7e5170010bb1
Davis-Singaravelu, S., & Sammons, P. (2018). ‘Are we there yet?’: A multimethod study of the Oxford University Press Pathways to school improvement. Review of Education, 7(1), 185-231.

https://doi.org/10.1002/rev3.3138 https://ora.ox.ac.uk/objects/uuid:d57d8f61-4420-4622-94af-d0bd5cc5224f
Sammons, P., Kington, A., Lindorff, A., & Ortega, L. (2018). Context and Implications Document for: ‘It ain’t (only) what you do, it’s the way that you do it’: A mixed method approach to the study of inspiring teachers. Review of Education, 6(3), 357-359.

https://doi.org/10.1002/rev3.3146
Gu, Q., Sammons, P., & Chen, J. (2018). How principals of successful schools enact education policy: perceptions and accounts from senior and middle leaders. Leadership and Policy in Schools, 17(3), 373-390.

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Ortega, L., Malmberg, L.-E., & Sammons, P. (2018). Teacher effects on Chilean children’s achievement growth: a cross-classified multiple membership accelerated growth curve model. Educational Evaluation and Policy Analysis, 40(3), 473-501.

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Ortega, L., Malmberg, L.-E., & Sammons, P. (2018). School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model. School Effectiveness and School Improvement, 29(2), 308-337.

https://doi.org/10.1080/09243453.2018.1443945 https://ora.ox.ac.uk/objects/uuid:c9171dc7-35d2-483d-9482-3c4b7eff0678
Muijs, D., Reynolds, D., Sammons, P., Kyriakides, L., Creemers, B., & Teddlie, C. (2018). Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)?. ZDM, 50(3), 395-406.

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Lindorff, A., & Sammons, P. (2018). Going beyond structured observations: Looking at classroom practice through a mixed method lens. ZDM, 50(3), 521-534.

https://doi.org/10.1007/s11858-018-0915-7 https://ora.ox.ac.uk/objects/uuid:e6da2d20-c332-4bbf-bcb3-d9810f2ac3b8
Sammons, P., Toth, K., & Sylva, K. (2017). The drivers of academic success for ‘bright’ but disadvantaged students: A longitudinal study of AS and A-level outcomes in England. Studies in Educational Evaluation, 57, 31-41.

https://doi.org/10.1016/j.stueduc.2017.10.004 https://ora.ox.ac.uk/objects/uuid:ba1d57cb-38b2-4bde-ba2f-ee4ecdc589ff
Sammons, P., Sylva, K., Hall, J., Siraj, I., Melhuish, E., Taggart, B., & Mathers, S. (2017). Establishing the effects of quality in early childhood: comparing evidence from England. Early Education.

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Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

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Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: how successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221-258.

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Sammons, P., Lindorff, A., Ortega, L., & Kington, A. (2016). Inspiring teaching: learning from exemplary practitioners. Journal of Professional Capital and Community.

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Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M., & Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012. Oxford Review of Education, 41(1), 89-104.

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Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2015). The long-term role of the home learning environment in shaping students’ academic attainment in secondary school. Journal of Children’s Services, 10(3), 189-201.

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Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2014). Las influencias del hogar, el pre-escolar y la escuela primaria sobre el rendimiento educativo a los once años del niño. Education Policy Analysis Archives, 22, 112 - 1.

https://doi.org/10.14507/epaa.v22.1893
Baker, W., Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & Taggart, B. (2014). Aspirations, education and inequality in England: insights from the Effective Provision of Pre-school, Primary and Secondary Education Project. Oxford Review of Education, 40(5), 525-542.

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Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): a state-of-the-art review. School Effectiveness and School Improvement, 2.

https://doi.org/10.1080/09243453.2014.885450
Sammons, P., Davis, S., Day, C., & Gu, Q. (2014). Using mixed methods to investigate school improvement and the role of leadership: An example of a longitudinal study in England. Journal of Educational Administration, 52(5), 565-589.

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Kington, A., Gates, P., & Sammons, P. (2013). Development of social relationships, interactions and behaviours in early education settings. Journal of Early Childhood Research, 11(3), 292-311.

https://doi.org/10.1177/1476718x13492936
Kington, A., Reed, N., & Sammons, P. (2013). Teachers’ constructs of effective classroom practice: variations across career phases. Research Papers in Education, 29(5), 534-556.

https://doi.org/10.1080/02671522.2013.825309
Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2013). Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland. School Effectiveness and School Improvement, 24(2), 234-250.

https://doi.org/10.1080/09243453.2012.749796 https://doi.org/10.1080/09243453.2012.749796
Sylva, K., Sammons, P., Chan, L., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2013). The effects of early experiences at home and pre-school on gains in English and mathematics in primary school: a multilevel study in England. Zeitschrift für Erziehungswissenschaft, 16(2), 277-301.

https://doi.org/10.1007/s11618-013-0364-6
Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2013). Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland. School Effectiveness and School Improvement, 24(2), 234-250.

https://doi.org/10.1080/09243453.2012.749796
Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (2013). The learning life course of at ‘risk’ children aged 3-16: Perceptions of students and parents about ‘succeeding against the odds’. Scottish Educational Review, 14(2), 5-17.
Hall, J., Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2012). Can preschool protect young children’s cognitive and social development? Variation by center quality and duration of attendance. School Effectiveness and School Improvement, 24(2), 155-176.

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Sammons, P., Hall, J., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2012). Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness. School Effectiveness and School Improvement , 24(2), 251-268.

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Sammons, P., Anders, Y., & Hall, J. (2012). Educational effectiveness approaches in early childhood research across Europe. School Effectiveness and School Improvement, 24(2), 131-137.

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Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2012). Las influences del hogar, el pre-escolar y la escuela primaria sobre el rendimiento educativo a los once años del niño. Revista De Politica Educativa, 3, 63-92.
Reynolds, D., Chapman, C., Kelly, A., Muijs, D., & Sammons, P. (2011). Educational effectiveness: the development of the discipline, the critiques, the defence, and the present debate. Effective Education, 3(2), 109-127.

https://doi.org/10.1080/19415532.2011.686168
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2011). Pre-school quality and educational outcomes at age 11: Low quality has little benefit. Journal of Early Childhood Research, 9(2), 109-124.

https://doi.org/10.1177/1476718x10387900
Anders, Y., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., & Siraj‐Blatchford, I. (2011). The influence of child, family, home factors and pre‐school education on the identification of special educational needs at age 10. British Educational Research Journal, 37(3), 421-441.

https://doi.org/10.1080/01411921003725338
Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2011). O poder da pré-escola: evidências de um estudo longitudinal na Inglaterra. Cadernos De Pesquisa, 41(142), 68-99.

https://doi.org/10.1590/s0100-15742011000100005
Kington, A., Sammons, P., Day, C., & Regan, E. (2011). Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice. Journal of Mixed Methods Research, 5(2), 103-125.

https://doi.org/10.1177/1558689810396092
Sammons, P., Gu, Q., Day, C., & Ko, J. (2011). Exploring the impact of school leadership on pupil outcomes. International Journal of Educational Management, 25(1), 83-101.

https://doi.org/10.1108/09513541111100134
Sammons, P. (2011). Improving schools and raising standards. Zeitschrift für Erziehungswissenschaft, 14(S1), 83-104.

https://doi.org/10.1007/s11618-010-0153-4
Sammons, P., & Bakkum, L. (2011). Effective Schools, Equity and Teacher Effectiveness: A Review of the Literature. Profesorado Revista De Curriculum Y formación Del Profesorado, 15(3), 9-26.
Hall, J., Sammons, P., Sylva, K., Melhuish, E., Taggart, B., Siraj-Blatchford, I., & Smees, R. (2010). Measuring the combined risk to young children’s cognitive development: an alternative to cumulative indices. British Journal of Developmental Psychology, 28(Pt 2), 219-238.

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Hall, J., Sammons, P., Sylva, K., Melhuish, E., Taggart, B., Siraj-Blatchford, I., & Smees, R. (2010). Measuring the cumulative risk to children’s cognitive development: Confirmatory factor analysis using formative measurement. British Journal of Developmental Psychology, 37(3), 421-441.
Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2010). Home, Pre-school and Primary school influences upon children’s educational attainment at age 11. Revista De Política Educativa.
Sammons, P., & Luyten, H. (2009). Editorial article for special issue on alternative methods for assessing school effects and schooling effects. School Effectiveness and School Improvement, 20(2), 133-143.

https://doi.org/10.1080/09243450902879753
Hall, J., Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2009). The role of pre-school quality in promoting resilience in the cognitive development of young children. Oxford Review of Education, 35(3), 331-352.

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Sammons, P. (2009). The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools. School Effectiveness and School Improvement, 20(1), 123-129.

https://doi.org/10.1080/09243450802664321
Sammons, P., Anders, Y., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Barreau, S. (2009). Children’s Cognitive Attainment and Progress in English Primary Schools During Key Stage 2: Investigating the potential continuing influences of pre-school education. 179-198.

https://doi.org/10.1007/978-3-531-91452-7_12
Sammons, P. (2008). Zero tolerance of failure and New Labour approaches to school improvement in England. Oxford Review of Education, 34(6), 651-664.

https://doi.org/10.1080/03054980802518847
Day, C., Sammons, P., & Gu, Q. (2008). Combining Qualitative and Quantitative Methodologies in Research on Teachers’ Lives, Work, and Effectiveness: From Integration to Synergy. Educational Researcher, 37(6), 330-342.

https://doi.org/10.3102/0013189x08324091
Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M., & Malin, A. (2008). The early years. Preschool influences on mathematics achievement. Science (New York, N.Y.), 321(5893), 1161-1162.

https://doi.org/10.1126/science.1158808
Siraj‐Blatchford, I., Taggart, B., Sylva, K., Sammons, P., & Melhuish, E. (2008). Towards the transformation of practice in early childhood education: the effective provision of pre‐school education (EPPE) project. Cambridge Journal of Education, 38(1), 23-36.

https://doi.org/10.1080/03057640801889956
Melhuish, E., Phan, M., Sylva, K., Sammons, P., Siraj‐Blatchford, I., & Taggart, B. (2008). Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School. Journal of Social Issues, 64(1), 95-114.

https://doi.org/10.1111/j.1540-4560.2008.00550.x
Day, C., Leithwood, K., & Sammons, P. (2008). What we have learned, what we need to know more about. School Leadership and Management, 28(1), 83-96.

https://doi.org/10.1080/13632430701800102
Gu, Q., Sammons, P., & Mehta, P. (2008). Leadership characteristics and practices in schools with different effectiveness and improvement profiles. School Leadership and Management, 28(1), 43-63.

https://doi.org/10.1080/13632430701800078
Day, C., Sammons, P., Hopkins, D., Leithwood, K., & Kington, A. (2008). Research into the impact of school leadership on pupil outcomes: policy and research contexts. School Leadership and Management, 28(1), 5-25.

https://doi.org/10.1080/13632430701800045
Sammons, P., Sylva, K., Siraj-Blatchford, I., Melhuish, E., & Taggart, B. (2008). Is public investment in the early years worthwhile?. Early Education, 54, 3-4.
Taggart, B., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & Sammons, P. (2008). Influencing policy and practice through research on early childhood education. International Journal of Early Childhood Education, 14(2), 7-21.
Sammons, P., Matthews, P., Day, C., & Gu, Q. (2007). Exploring the Impact of Aspects of the London Leadership Strategy. Journal of Education for Students Placed at Risk (JESPAR), 12(4), 425-439.

https://doi.org/10.1080/10824660701758991
Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8(4), 337-347.

https://doi.org/10.1007/s10833-007-9048-4
Sammons, P. (2007). Chris James, Michael Connolly, Gerald Dunning, Tony Elliott, How Very Effective Primary Schools Work. Journal of Educational Change, 8(4), 365-367.

https://doi.org/10.1007/s10833-007-9049-3
Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers’ work, lives and their effects on pupils: key findings and implications from a longitudinal mixed‐method study. British Educational Research Journal, 33(5), 681-701.

https://doi.org/10.1080/01411920701582264
Khamis, A., & Sammons, P. (2007). Investigating educational change: The Aga Khan University Institute for educational development teacher education for school improvement model. International Journal of Educational Development, 27(5), 572-580.

https://doi.org/10.1016/j.ijedudev.2006.12.006
Sammons, P., Mujtaba, T., Earl, L., & Gu, Q. (2007). Participation in network learning community programmes and standards of pupil achievement: does it make a difference?. School Leadership and Management, 27(3), 213-238.

https://doi.org/10.1080/13632430701379412
Sylva, K., Taggart, B., Melhuish, E., Sammons, P., & Siraj‐Blatchford, I. (2007). Changing models of research to inform educational policy. Research Papers in Education, 22(2), 155-168.

https://doi.org/10.1080/02671520701296098
Sammons, P. (2006). The contribution of international studies on Educational Effectiveness: Current and future directions. Educational Research and Evaluation, 12(6), 583-593.

https://doi.org/10.1080/13803610600874091
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616.

https://doi.org/10.1080/01411920600775316
Day, C., Sammons, P., Kington, A., Gu, Q., & Stobart, G. (2006). Methodological Synergy in a National Project: The VITAE Story. Evaluation & Research in Education, 19(2), 102-125.

https://doi.org/10.2167/eri422.0
Siraj-Blatchford, I., Sammons, P., Taggart, B., Sylva, K., & Melhuish, E. (2006). Educational Research and Evidence-based Policy: The Mixed-method Approach of the EPPE Project. Evaluation & Research in Education, 19(2), 63-82.

https://doi.org/10.2167/eri419.0
Day, C., Stobart, G., Sammons, P., & Kington, A. (2006). Variations in the work and lives of teachers: relative and relational effectiveness. Teachers and Teaching, 12(2), 169-192.

https://doi.org/10.1080/13450600500467381
Taggart, B., Sammons, P., Smees, R., Sylva, K., Melhuish, E., Siraj‐Blatchford, I., Elliot, K., & Lunt, I. (2006). Early identification of special educational needs and the definition of ‘at risk’: The Early Years Transition and Special Educational Needs (EYTSEN) Project. British Journal of Special Education, 33(1), 40-45.

https://doi.org/10.1111/j.1467-8578.2006.00410.x
Sylva, K., Siraj-Blatchford, I., Taggart, B., Sammons, P., Melhuish, E., Elliot, K., & Totsika, V. (2006). Capturing quality in early childhood through environmental rating scales. Early Childhood Research Quarterly, 21(1), 76-92.

https://doi.org/10.1016/j.ecresq.2006.01.003
Sammons, P., Siraj‐Blatchford, I., Sylva, K., Melhuish, E., Taggart, B., & Elliot, K. (2005). Investigating the Effects of Pre‐school Provision: Using Mixed Methods in the EPPE Research. International Journal of Social Research Methodology, 8(3), 207-224.

https://doi.org/10.1080/13645570500154840
Matthews, P., & Sammons, P. (2005). Survival of the weakest: the differential improvement of schools causing concern in England. London Review of Education, 3(2), 159-176.

https://doi.org/10.1080/14748460500163989
Matthews, P., & Sammons, P. (2005). The differential improvement of schools causing concern in England. REICE - Revista Electrónica Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 3(1), 255-264.

http://1696-4713/
Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj‐Blatchford, I., & Taggart, B. (2004). The impact of pre‐school on young children’s cognitive attainments at entry to reception. British Educational Research Journal, 30(5), 691-712.

https://doi.org/10.1080/0141192042000234656
Khamis, A., & Sammons, P. (2004). Development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255-268.

https://doi.org/10.1016/j.ijedudev.2003.11.012
Elliott, K., & Sammons, P. (2003). From Data Rich to Information Rich. Professional Development Today, 7, 14-18.
Smees, R., Sammons, P., Thomas, S., & Mortimore, P. (2002). Examining the effect of pupil background on primary and secondary pupils’ attainment: Key findings from the Improving School Effectiveness Project. Scottish Educational Review, 34(1), 6-25.
Elliott, K., Sammons, P., Robertson, P., Power, S., Campbell, C., & Whitty, G. (2002). Perceived Impact Over the First Year of the Pilot New Community Schools Programme. Scottish Educational Review, 34(2), 138-150.
Elliot, K., & Sammons, P. (2001). Using Pupil Performance Data: Three Steps to Heaven?. Improving Schools, 4(1), 54-65.

https://doi.org/10.1177/136548020100400108
Sammons, P., Thomas, S., Mortimore, P., Walker, A., Cairns, R., & Bausor, J. (1998). Understanding Differences in Academic Effectiveness: Practitioners’ Views. School Effectiveness and School Improvement, 9(3), 286-309.

https://doi.org/10.1080/0924345980090302
Sammons, P., Thomas, S., Mortimore, P., & Walker, A. (1998). Practitioners’ views of effectiveness. Improving Schools, 1(1), 33-40.

https://doi.org/10.1177/136548029803010117
West, A., Hailes, J., & Sammons, P. (1997). Children’s Attitudes to the National Curriculum at Key Stage 1. British Educational Research Journal, 23(5), 597-613.

https://doi.org/10.1080/0141192970230504
Thomas, S., Sammons, P., Mortimore, P., & Smees, R. (1997). Differential Secondary School Effectiveness: comparing the performance of different pupil groups. British Educational Research Journal, 23(4), 451-469.

https://doi.org/10.1080/0141192970230405
Sammons, P., West, A., & Hind, A. (1997). Accounting for Variations in Pupil Attainment at the End of Key Stage 1. British Educational Research Journal, 23(4), 489-511.

https://doi.org/10.1080/0141192970230407
Thomas, S., Sammons, P., Mortimore, P., & Smees, R. (1997). Stability and Consistency in Secondary Schools’ Effects on Students’ GCSE Outcomes over Three Years. School Effectiveness and School Improvement, 8(2), 169-197.

https://doi.org/10.1080/0924345970080201
Goldstein, H., & Sammons, P. (1997). The Influence of Secondary and Junior Schools on Sixteen Year Examination Performance: A Cross‐classified Multilevel Analysis. School Effectiveness and School Improvement, 8(2), 219-230.

https://doi.org/10.1080/0924345970080203
Sammons, P., & Reynolds, D. (1997). A Partisan Evaluation‐‐John Elliott on school effectiveness. Cambridge Journal of Education, 27(1), 123-136.

https://doi.org/10.1080/0305764970270110
Sammons, P., West, A., & Hailes, J. (1996). Teacher Assessment in the Inner City at Key Stage 1. Educational Studies, 22(2), 261-276.

https://doi.org/10.1080/0305569960220209
Sammons, P. (1996). Complexities in the Judgement of School Effectiveness. Educational Research and Evaluation, 2(2), 113-149.

https://doi.org/10.1080/1380361960020201
West, A., & Sammons, P. (1996). Children With and Without ‘Additional Educational Needs’ at Key Stage 1 in Six Inner City Schools—teaching and learning processes and policy implications. British Educational Research Journal, 22(1), 113-127.

https://doi.org/10.1080/0141192960220108
Sammons, P., Thomas, S., & Mortimore, P. (1996). Promoting School and Departmental Effectiveness. Management in Education, 10(1), 22-24.

https://doi.org/10.1177/089202069601000110
Reynolds, D., Sammons, P., Stoll, L., Barber, M., & Hillman, J. (1996). School Effectiveness and School Improvement in the United Kingdom. School Effectiveness and School Improvement, 7(2), 133-158.

https://doi.org/10.1080/0924345960070203
Sammons, P., Nuttall, D., Cuttance, P., & Thomas, S. (1995). Continuity of School Effects: A Longitudinal Analysis of Primary and Secondary School Effects on GCSE Performance. School Effectiveness and School Improvement, 6(4), 285-307.

https://doi.org/10.1080/0924345950060401
Sammons, P. (1995). Gender, Ethnic and Socio‐economic Differences in Attainment and Progress: a longitudinal analysis of student achievement over 9 years. British Educational Research Journal, 21(4), 465-485.

https://doi.org/10.1080/0141192950210403
West, A., Hailes, J., & Sammons, P. (1995). Classroom Organisation and Teaching Approaches at Key Stage One: meeting the needs of children with and without additional educational needs in five inner city schools. Educational Studies, 21(1), 99-117.

https://doi.org/10.1080/0305569950210108
West, A., Sammons, P., Hailes, J., & Nuttall, D. (1994). The Standard Assessment Tasks and the boycott at Key Stage 1: teachers’ and headteachers’ views in six inner‐city schools. Research Papers in Education, 9(3), 321-337.

https://doi.org/10.1080/0267152940090304
Mortimore, P., Sammons, P., & Thomas, S. (1994). School Effectiveness and Value Added Measures. Assessment in Education Principles Policy and Practice, 1(3), 315-332.

https://doi.org/10.1080/0969594940010307
West, R., Sammons, P., & West, A. (1993). Effects of a traffic club on road safety knowledge and self-reported behaviour of young children and their parents. Accident; Analysis and Prevention, 25(5), 609-618.

https://doi.org/10.1016/0001-4575(93)90012-l
Sammons, P., Nuttall, D., & Cuttance, P. (1993). Differential School Effectiveness: results from a reanalysis of the Inner London Education Authority’s Junior School Project Data. British Educational Research Journal, 19(4), 381-405.

https://doi.org/10.1080/0141192930190407
Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1989). A study of effective junior schools. International Journal of Educational Research, 13(7), 753-768.

https://doi.org/10.1016/0883-0355(89)90026-8
Comment. (1988). Research Papers in Education, 3(2), 97-101.

https://doi.org/10.1080/0267152880030202
Mortimore, P., Sammons, P., Stoll, L., Ecob, R., & Lewis, D. (1988). The effects of school membership on pupils’ educational outcomes. Research Papers in Education, 3(1), 3-26.

https://doi.org/10.1080/0267152880030102
Sammons, P., Kysel, F., & Mortimore, P. (1983). Educational Priority Indices: a new perspective. British Educational Research Journal, 9(1), 27-40.

https://doi.org/10.1080/0141192830090105

Reports

Ingram, J., Sammons, P., Lindorff, A., Mitchell, P., McDermott, T., Smith, K., & Voss, M. (2020). TALIS Video Study national report. Department for Education.

https://ora.ox.ac.uk/objects/uuid:460fdefe-0409-4cee-9662-ce8710a5bf7d
Sammons, P., Toth, K., & Sylva, K. (2016). Believing in Better: How Aspirations and Academic Self-concept Shape Young People’s Outcomes. In Sutton Trust Research Papers. Sutton Trust.

https://ora.ox.ac.uk/objects/uuid:a4a958fa-da9e-4039-a163-506f07478c81
Gu, Q., Rea, S., Smethern, L., Dunford, J., Varley, M., & Sammons, P. (2016). Teaching Schools Evaluation: Final Report. DfE.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/503333/Evaluation_of_Teaching_schools_FINAL_FOR_PUB_25_feb_final_.pdf
Hall, J., Lindorff, A., & Sammons, P. (2016). Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Department of Education, University of Oxford/OUP.

https://global.oup.com/education/mastery/?region=uk
Day, C., & Sammons, P. (2016). Successful leadership: a review of the international literature. EDT.

https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2015/r-successful-school-leadership.pdf
Hall, J., Lindorff, A., & Sammons, P. (2016). An evaluation of the Inspire Maths programme. In An evaluation of the Inspire Maths programme. Oxford University Press.

https://global.oup.com/education/mastery/impact-report?region=uk
Sammons, P., Smees, R., Hall, J., Goff, J., Sylva, K., Smith, T., Evangelou, M., Eisenstadt, N., & Smith, G. (2015). Changes in resourcing and characteristics of children’s centres: Evaluation of children’s centres in England (ECCE, Strand 4). In Changes in resourcing and characteristics of children’s centres. Department for Education.

https://ora.ox.ac.uk/objects/uuid:da08908e-db3a-432b-8be6-bedbcf01a89a
Sammons, P., Hall, J., Smees, R., Goff, J., Sylva, K., Smith, T., Evangelou, M., Eisenstadt, N., & Smith, G. (2015). The impact of children’s centres: studying the effects of children’s centres in promoting better outcomes for young children and their families: evaluation of Children’s Centres in England (ECCE, Strand 4): research report . In impact of children’s centres. Department for Education.

https://ora.ox.ac.uk/objects/uuid:cb5dbff9-619b-44d6-b84e-842b2c6665f1
Sammons, P., Toth, K., & Sylva, K. (2015). Background to success: differences in A-Level entries by ethnicity, neighbourhood and gender. In Background to Success: differences in A-Level entries by ethnicity, neighbourhood and gender Report for the Sutton Trust. Sutton Trust.

https://ora.ox.ac.uk/objects/uuid:73234362-2489-45ee-b13d-994618770bf8
Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2015). Pre-school and early home learning effects on A-level outcomes: Effective Pre-school, Primary & Secondary Education Project (EPPSE). DfE.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/472867/RR472A_Pre-school_and_early_home_learning_effects_on_A_level_outcomes.pdf
Sammons, P., Toth, K., & Sylva, K. (2015). Subject to Background: What promotes better achievement by bright but disadvantaged students?. In The Sutton Trust. Sutton Trust.

https://ora.ox.ac.uk/objects/uuid:4d2786e8-c54b-4431-a91a-4cf5b5f77ce3
Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2015). Pre-school and Early Home Learning Environment Effects on A-level Outcomes, DfE Research Report 472a and 472b (Technical Report). DfE.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/472867/RR472A_Pre-school_and_early_home_learning_effects_on_A_level_outcomes.pdf
Sammons, P., Smees, R., Hall, J., Goff, J., Sylva, K., Smith, T., Evangelou, M., Eisenstadt, N., & Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: Managing change and resourcing for Children’s Centres. DfE.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
Sylva, K., Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G., & Sammons, P. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3). DfE.

https://ora.ox.ac.uk/objects/uuid:d843e839-5e46-4f14-ae20-6f0baa490b1b
Sylva, K., Melhuish, E., Sammons, P., Siraj, I., Taggart, B., Smees, R., Welcomme, W., & Hollingworth, K. (2014). Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE). In DfE Research Report (pp. 1-286). DfE.

https://ora.ox.ac.uk/objects/uuid:eda164e0-5005-41c6-aee5-9d4eadf2c118
Taggart, B., Sammons, P., Siraj, I., Sylva, K., Melhuish, E., Toth, K., Smees, R., Hollingworth, K., & Welcomme, W. (2014). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Post 16 destinations. Institute of Education.

https://www.ucl.ac.uk/ioe/research/pdf/16-Destinations-RR.pdf
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+: Students’ views of school in Key Stage4 at age 16. Institute of Education.

https://www.ucl.ac.uk/ioe/research/pdf/16-Students-views-school-KS4-RB.pdf
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Influences on students’ dispositions and well-being in Key Stage 4 at age 16. Institute of Education.

https://www.ucl.ac.uk/ioe/research/pdf/16-Influences-Students-Dispositions-Well-Being-S4-RB.pdf
Sylva, K., Melhuish, E., Sammons, P., Siraj, I., Taggart, B., Smees, R., Toth, K., Welcomme, W., & Hollingworth, K. (2014). Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE). DfE.

https://www.ucl.ac.uk/ioe/research/pdf/RB354_-_Students__educational_and_developmental_outcomes_at_age_16_Brief.pdf
Siraj, I., Hollingsworth, K., Taggart, B., Sammons, P., Melhuish, E., & Sylva, K. (2014). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Report on students who are not in Education, Employment or Training (NEET). Institute of Education.

https://www.ucl.ac.uk/ioe/research/pdf/16-Report-students-NEET-RR.pdf
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., & Toth, K. (2014). Influences on students’ social-behavioural development at age 16: Effective pre-school, primary and secondary education project (EPPSE). DfE.

https://dera.ioe.ac.uk//20874/
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., & Toth, K. (2014). Influences on students’ social-behavioural development at age 16: Effective pre-school, primary and secondary education project (EPPSE). BRIEF. DfE.

https://www.gov.uk/government/publications/influences-on-students-development-at-age-16
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Influences on student’s social-behavioural development at age 16. Institute of Education and DfE.
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Toth, K., & Smees, R. (2014). Influences on students’ GCSE attainment and progress at age 16: Effective pre-school, primary and secondary education project (EPPSE). DfE.

https://www.ucl.ac.uk/ioe/research/pdf/RB352_-_Influences_on_Students_GCSE_Attainment_and_Progress_at_Age_16_Brief.pdf
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Influences on students’ dispositions and well-being in Key Stage 4 age 16. Institute of Education & Department of Education.
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Students’ views of school in Key Stage 4 age 16. Institute of Education & Department of Education.
Taggart, B., Sammons, P., Siraj, I., Sylva, K., Melhuish, E., Toth, K., Smees, R., Hollingworth, K., & Welcomme, W. (2014). Post age 16 destinations. Institute of Education & Department of Education.
Siraj, I., Hollingworth, K., Taggart, B., Sammons, P., Melhuish, E., & Sylva, K. (2014). Report on students who are not in Education, Employment or Training (NEET). Institute of Education & Department of Education.
Sylva, K., Sammons, P., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Students’ educational and developmental outcomes at age 16: Final Report from Key Stage 4. DfE.
Sammons, P., Kington, A., Lindorff, A., & Ortega, L. (2014). Inspiring teachers: Perspectives and practices. In Inspiring teachers: Perspectives and practices. CfBT Education Trust.

https://www.educationdevelopmenttrust.com/~/media/EDT/files/research/2014/r-inspiring-teachers-full-2014.pdf
Sammons, P., Davis, S., Bakkum, L., Hessel, G., & Walter, C. (2014). Bilingual education in Brunei: the evolution of the Brunei approach to bilingual education and the role of CfBT in promoting educational change. CfBT.

https://www.educationdevelopmenttrust.com/en-GB/our-research/our-research-library/2014/r-bilingual-education-in-brunei-2014
Sammons, P., Kington, A., Lindorff-Vijayendran, A., & Ortega, L. (2014). Inspiring Teaching: What we can learn from exemplary practitioners. CfBT.

https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2016/r-InspiringTeachers_Summary-2016.pdf
Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., & Parkin, T. (2014). Evaluation of children’s centres in England - strand 3: parenting services in children’s centres. DfE.

https://ora.ox.ac.uk/objects/uuid:f72e90b8-1ed6-47a0-9c7f-0ee085557120
Evangelou, M., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Smees, R., & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE). Strand 3: Delivery of Family Services by Children’s Centres. In Evaluation of Children’s Centres in England (ECCE). DfE.

https://ora.ox.ac.uk/objects/uuid:462a3278-b115-43a8-a3b6-5adea7e658a5
Maisey, R., Speight, S., Haywood, S., Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., & Sylva, K. (2013). Evaluation of children’s centres in England (ECCE) - strand 2: baseline survey of families using children’s centres in the most disadvantaged areas. Department for Education.

https://ora.ox.ac.uk/objects/uuid:ca1b1072-2a5f-4631-8a87-479f99439885
Taggart, B., Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Elliot, K., & Walker-Hall, J. (2013). Ratios in Pre-School Settings: An exploration of the relationships with children’s educational outcomes. DfE.

https://www.ucl.ac.uk/ioe/research/pdf/Ratios_in_Pre-School_Settings_DfEE.pdf
Florez, M., & Sammons, P. (2013). Assessment for learning: effects and impact. CfBT.

https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2013/r-assessment-for-learning-2013.pdf
Ko, J., Sammons, P., & Bakkum, L. (2013). Effective Teaching: a review of research and evidence. CfBT.

https://www.educationdevelopmenttrust.com/en-GB/our-research/our-research-library/2016/r-effective-teaching
Sammons, P., & Day, C. (2013). Successful leadership: a review of the international literature. CfBT.

https://www.educationdevelopmenttrust.com/en-GB/our-research/our-research-library/2016/r-successful-school-leadership
Sammons, P., & Chapman, C. (2013). School self-evaluation for school improvement: What works and why?. CfBT.

https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2013/r-school-self-evaluation-2013.pdf
Tanner, E., Agur, M., Hussey, D., Hall, J., Sammons, P., Sylva, K., Smith, T., Evangelou, M., & Flint, A. (2012). Evaluation of children’s centres in England (ECCE). Strand 1: first survey of children’s centre leaders in the most deprived areas. In Evaluation of Children’s Centres in England (ECCE). Department for Education.

https://ora.ox.ac.uk/objects/uuid:0fd4017e-eb7e-4480-b96f-f3343e54a032
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., Draghici, D., & Toth, K. (2012). Influences on students’ dispositions in Key Stage 3: Exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concepts in Year 9. In Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14) (pp. 1-83). Department for Education.

https://ora.ox.ac.uk/objects/uuid:fef96b45-7988-41ca-999b-7098b9d58645
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Draghici, D., Smees, R., & Toth., K. (2012). Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Influences on students’ development in Key Stage 3: Social-behavioural outcomes in Year 9. Department for Education.

https://ora.ox.ac.uk/objects/uuid:67fcd808-682e-45dc-82fc-4562e75d605f
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., Hunt, S., & Jelicic, H. (2012). The effect of starting pre-school at age 2 on long term academic and social-behavioural outcomes in Year 6 for more deprived children: Analyses conducted for the Strategy Unit. DfE.

https://www.ucl.ac.uk/ioe/research/pdf/Effect_of_starting_pre-school_at_age_2_report.pd
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2012). Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14) – Final Report from the Key Stage 3 Phase: Influences on Students’ Development form age 11-14. Department for Education.

https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR202.pdf
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2012). Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14) – Final Report from the Key Stage 3 Phase: Influences on Students’ Development form age 11-14. Department of Education.

https://www.education.gov.uk/publications/eOrderingDownload/DFE-RB202.pdf
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Toth, K., Draghici, D., & Smees, R. (2012). Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Influences on students’ attainment and progress in Key Stage 3: Academic outcomes in English, maths and science in Year 9. Department for Education.

http://eppe.ioe.ac.uk/eppse3-14/eppse3-14pdfs/Final%20EPPSE%20cogs%2026March2012.pdf
Goff, J., Sammons, P., Smees, R., Sylva, K., Hall, J., & Good, J. (2012). Leadership development resources for children’s centre staff: Children’s centre leaders questionnaire. National College for School Leadership.

https://ora.ox.ac.uk/objects/uuid:16f29fe5-4238-4e86-af47-ba7615566ae6
Santiago, P., Gilmore, A., Nusche, D., & Sammons, P. (2012). OECD Reviews of Evaluation and Assessment in Education Czech Republic. OECD.
Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (2011). Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study. In Research Report (pp. 1-118). Department for Education.

https://ora.ox.ac.uk/objects/uuid:0ea825e4-392c-4ee3-a95d-7ffca1a09733
Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (2011). Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study – Brief. Department of Education.
Siraj-Blatchford, I., Shepard, D.-L., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (2011). Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of classroom practice from the EPPSE 3-16 longitudinal study. Department of Education.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/193625/DFE-RB129.pdf
Siraj-Blatchford, I., Shepherd, D.-L., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (2011). Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of Year 5 classroom practice from the EPPSE 3-16 longitudinal study. Department of Education.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/183324/DFE-RR129.pdf
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., Draghici, D., & Toth, K. (2011). Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): Influences on students’ dispositions in Key Stage 3: Exploring Enjoyment of school, Popularity, Anxiety, Citizenship Values and Academic self-concept in Year 9. Institute of Education and Department for Education.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., Draghici, D., & Toth, K. (2011). Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14) Students? Reports of Their Experiences of School in Year 9. EPPSE Project - Institute of Education.

http://eprints.ioe.ac.uk/16508/
Goff, J., Sammons, P., Smees, R., Sylva, K., & Hall, J. (2011). Leadership development resources for children’s centre staff: Senior leadership team questionnaire (not centre leader). National College for School Leadership.

https://ora.ox.ac.uk/objects/uuid:98a3eef2-e555-47d5-a453-150a4326eb92
Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Pre-school Experience and Key Stage 2 performance in English and Mathematics. Department for Education, Northern Ireland.

http://www.deni.gov.uk/no_52_2010.pdf
Gates, P., Kington, A., & Sammons, P. (2010). An Evaluation of the Early Years Two Year Pilot Scheme in the City of Nottingham. Nottingham City Council.
Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., Brown, E., Ahtaridou, E., & Kington, A. (2009). The impact of school leadership on pupil outcomes. DCSF.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Jelicic, H. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s development and progress in Key Stage 2: social/behavioural outcomes in Year 6. In Research Report (pp. 1-85). DCSF Publications.

https://ora.ox.ac.uk/objects/uuid:3f3446ad-f01b-48db-a6d3-0f4a6811ff51
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Barreau, S., & Grabbe, Y. (2008). The Influence of School and Teaching Quality on Children’s Progress in Primary School. DCSF.

http://www.ttrb.ac.uk/attachments/b8ff01bc-4da6-4582-bee6-48a22b014ff8.pdf
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Jelicic, H., Smees, R., Barreau, S., & Grabbe, Y. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Pupils’ self-perceptions and views of primary school in Year 5. In DCSF Research Brief. DCSF.

http://publications.education.gov.uk/eOrderingDownload/DCSF-RBX-15-08.pdf
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Hunt, S., & Jelicic, H. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s cognitive and social development in Year 6. DCSF Publications.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Final report from the primary phase: Pre-school, school and family Influences on children’s development during Key Stage 2 (age 7-11). DCSF Publications.

https://www.education.gov.uk/publications/standard/Download?DownloadPublicationReference=DCSF-RR061&DownloadItemReference=Final%20Report%20from%20the%20Primary%20Phase%3A%20Pre-school%2C%20School%20and%20Family%20Influences%20on%20Children's%20Development%20during%20Key%20Stage%202%20PDF(DfES%20Online%20Store)&DocumentType=PDF&Url=%2Fpublications%2FeOrderingDownload%2FDCSF-RR061.pdf
Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Smees, R., & Melhuish, E. (2008). Exploring pupils’ views of primary school in Year 5. Institute of Education, University of London.

https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=2801&context=sspapers
Sammons, P., Sylva, K., Siraj-Blatchford, I., Taggart, B., Smees, R., & Melhuish, E. (2008). Influences on pupils’ self-perceptions in primary school: enjoyment of school, anxiety and isolation, and self-image in Year 5. Institute of Education, University of London.

https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2803&context=sspapers
Sylva, K., Melhuish, E., Sammons, P., Taggart, B., Siraj-Blatchford, I., Hunt, S., Barreau, S., & Welcomme, W. (2008). Tracking and mobility over the pre-school and primary school period: Evidence from EPPE 3-11. Institute of Education, University of London.

https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2800&context=sspapers
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Jelicic, H., Barreau, S., Grabbe, Y., & Smees, R. (2008). Relationships between pupils’ self-perceptions, views of primary school and their development in Year 5. Institute of Education, University of London.

https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2802&context=sspapers
Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., & Sammons, P. (2008). Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14). What Makes a Successful Transition from Primary to Secondary School?. DCSF Publications.

http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR019.pdf
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Hunt, S. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s attainment and progress in Key Stage 2: cognitive outcomes in Year 6. DCSF Publications.

https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=2805&context=sspapers
Day, C., Sammons, P., Kington, A., Regan, E., Ko, J., Brown, E., Gunraj, J., & Robertson, D. (2008). Effective classroom practice (ECP): a mixed-method study of influences and outcomes. End of Award Report submitted to the Economic and Social Research Council. School of Education, The University of Nottingham.
Sammons, P., & Ko, J. (2008). Using systematic classroom observation schedules to investigate effective teaching: overview of quantitative findings. Effective Classroom Practice (ECP) ESRC Project Report. School of Education, University of Nottingham.
Sylva, K., Sammons, P., Taggart, B., Siraj-Blatchford, I., Melhuish, E., & Hall, J. (2006). Tracking children with SEN through the early years: Can education make a difference?. In The Vernon-Wall Lecture for the annual meeting of the Education Section of the British Psychological Society. British Psychological Society.

https://ora.ox.ac.uk/objects/uuid:53032411-980e-48a3-a0d8-67be87494150
Sammons, P., Smees, R., Taggart, B., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2004). Special Educational Needs in the Early Primary Years: Primary School entry up to the end of year 1. Institute of Education.

https://ora.ox.ac.uk/objects/uuid:2222fad2-af87-45bb-b0ee-c222a1defa0c
Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Elliot, K., & Marsh, A. (2004). The Continuing Effects of Pre-school Education at age 7 Years. DfES/London Institute of Education.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). Effective Pre-school Education. DfES/London Institute of Education.
Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Elliot, K., & Marsh, A. (2004). Report on Year 6 Assessments. DfES/London Institute of Education.
Sylva, K., Sammons, P., Taggart, B., Smees, R., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2003). The early years transition and special educational needs (EYTSEN) project. In Research Report (pp. 1-43). DfES Publications.

https://ora.ox.ac.uk/objects/uuid:ff856f54-b706-4487-9719-1634b6893da5
Sylva, K., Melhuish, M., Sammons, P., & Siraj, I. (n.d.). Effective Pre-school and Primary Education 3-11 Project (EPPSE 3-16+) Students educational and developmental outcomes at age 16. DfE publications.

Subjects Taught

MSc in Education (Research Design and Methodology)

Funded Research Projects

Department for Education: OECD Teaching & Learning International Survey (TALIS)

Held with the Education Development Trust

2016-2020