Fackler, S, Sammons, P, Malmberg, LE (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.
DOI: http://doi.org/10.1002/rev3.3241
Fackler, S, Malmberg, LE, Sammons, P (2021) “An international perspective on teacher self-efficacy: Personal, structural and environmental factors”, Teaching and Teacher Education. 99
DOI: http://doi.org/10.1016/j.tate.2020.103255
Fackler, S, Sammons, P, Malmberg, LE (2020) “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.
DOI: http://doi.org/10.1002/rev3.3242
Ertesvag, SK, Sammons, P, Blossing, U (2020) “Integrating data in a complex mixed-methods classroom interaction study”, BRITISH EDUCATIONAL RESEARCH JOURNAL.
DOI: http://doi.org/10.1002/berj.3678
Collie, RJ, Malmberg, L-E, Martin, AJ, Sammons, P, Morin, AJS (2020) “A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being.”, Frontiers in psychology. 11 626+.
DOI: http://doi.org/10.3389/fpsyg.2020.00626
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.
DOI: http://doi.org/10.1080/09243453.2020.1693487
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. 1-16.
DOI: http://doi.org/10.1080/1743727X.2020.1735334
LINDORFF, AM, Hall, J, SAMMONS, P (2019) “Investigating a Singapore-Based Mathematics Textbook and Teaching Approach in Classrooms in England”, Frontiers in Education. 4(37) 1-21.
DOI: http://doi.org/10.3389/feduc.2019.00037
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 The Home Learning Environment and its Role in Shaping Children’s Educational Development) 1-24.
DOI: http://doi.org/10.1080/09243453.2019.1618348
Davis-Singaravelu, S, Sammons, P (2019) “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.
DOI: http://doi.org/10.1002/rev3.3144
Davis-Singaravelu, S, Sammons, P (2019) “‘Are we there yet?’: A multimethod study of the Oxford University Press Pathways to school improvement”, Review of Education. 7(1) 185-231.
DOI: http://doi.org/10.1002/rev3.3138
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.
DOI: http://doi.org/10.1080/03054985.2018.1551195
SAMMONS, P, Kington, A, LINDORFF, AM, 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.
DOI: http://doi.org/10.1002/rev3.3141
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.
DOI: http://doi.org/10.1080/15700763.2018.1496344
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.
DOI: http://doi.org/10.1002/rev3.3146
Sammons, PM, Lindorff, A, Ortega, L, Kington, A (2017) “Inspiring teaching: learning from exemplary practitioners”, Journal of Professional Capital and Community. 1(2) 124-144.
DOI: http://doi.org/10.1108/JPCC-09-2015-0005
Sammons, PM, 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. Occasional Paper. March 2017
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.
DOI: http://doi.org/10.1177/0013161X15616863
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+.
DOI: http://doi.org/10.1136/bmj.i897
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.
DOI: http://doi.org/10.1080/03054985.2014.1001731
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.
DOI: http://doi.org/10.1108/JCS-02-2015-0007
Melhuish, E, Sammons, P, Sylva, K, Siraj-Blatchford, I, Taggart, B (2014) “Home, pre-school and primary school influences upon children’s educational attainment at age 11”, Education Policy Analysis Archives. 22 1-26.
DOI: http://doi.org/10.14507/epaa.v22.1893
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.
DOI: http://doi.org/10.1108/JEA-10-2013-0121
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)
DOI: http://doi.org/10.1080/09243453.2014.885450
Hall, J, Sylva, K, Sammons, P, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2013) “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.
DOI: http://doi.org/10.1080/09243453.2012.749793
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.
DOI: http://doi.org/10.1080/09243453.2012.749796
Sammons, P, Hall, J, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2013) “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.
DOI: http://doi.org/10.1080/09243453.2012.749797
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.
DOI: http://doi.org/10.1080/09243453.2012.749796
Sylva, K, Sammons, P, Chan, LLS, 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 f�r Erziehungswissenschaft. 16
DOI: http://doi.org/10.1007/s11618-013-0364-6
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.
DOI: http://doi.org/10.1080/02671522.2013.825309
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.
DOI: http://doi.org/10.1177/1476718X13492936
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.
DOI: http://doi.org/10.1080/09243453.2012.749790
Sammons, P, Gu, Q, Day, C, Ko, J (2011) “Exploring the impact of school leadership on pupil outcomes: Results from a study of academically improved and effective schools in England”, International Journal of Educational Management. 25(1) 83-101.
DOI: http://doi.org/10.1108/09513541111100134
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.
DOI: http://doi.org/10.1080/19415532.2011.686168
Sammons, PM, 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.
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.
DOI: http://doi.org/10.1177/1558689810396092
Sammons, P (2011) “Improving schools and raising standards The impact of standards based educational reforms in England”, ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT. 14 83-104.
DOI: http://doi.org/10.1007/s11618-010-0153-4
Taggart, B, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I (2011) “The power of pre-school: Evidence from the Eppe project”, Cadernos de Pesquisa. 41(142) 68-99.
DOI: http://doi.org/10.1590/S0100-15742011000100005
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.
DOI: http://doi.org/10.1177/1476718X10387900
Anders, Y, Taggart, B, Sammons, P, 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.
DOI: http://doi.org/10.1080/01411921003725338
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.
DOI: http://doi.org/10.1348/026151008X399925
Hall, J, Sammons, PM, 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.
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. 35 331-352.
DOI: http://doi.org/10.1080/03054980902934613
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.
DOI: http://doi.org/10.1080/09243450802664321
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.
DOI: http://doi.org/10.1080/09243450902879753
Melhuish, EC, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B, Phan, MB, Malin, A (2008) “The early years. Preschool influences on mathematics achievement.”, SCIENCE. 321(5893) 1161-1162.
DOI: http://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.
DOI: http://doi.org/10.1080/03057640801889956
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.
DOI: http://doi.org/10.3102/0013189X08324091
Sammons, P (2008) “Zero tolerance of failure and New Labour approaches to school improvement in England”, OXFORD REVIEW OF EDUCATION. 34(6) 651-664.
DOI: http://doi.org/10.1080/03054980802518847
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.
DOI: http://doi.org/10.1080/13632430701800078
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.
DOI: http://doi.org/10.1080/13632430701800102
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.
DOI: http://doi.org/10.1080/13632430701800045
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.
DOI: http://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.
DOI: http://doi.org/10.1080/13632430701379412
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.
DOI: http://doi.org/10.1080/01411920701582264
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.
DOI: http://doi.org/10.1007/s10833-007-9048-4
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.
DOI: http://doi.org/10.1080/10824660701758991
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.
DOI: http://doi.org/10.1007/s10833-007-9049-3
Melhuish, E, Phan, M, Sylva, K, Sammons, P, Siraj, I, Taggart, B (2007) “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.
DOI: http://doi.org/10.1111/j.1540-4560.2008.00550.x
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.
DOI: http://doi.org/10.1080/02671520701296098
Sylva, K, Siraj-Blatchford, I, Taggart, B, Sammons, P, Melhuish, E, Elliot, K, Tatsika, V (2006) “Capturing quality in early childhood through environmental rating scales”, Early Childhood Research Quarterly. 21(1) 76-92.
DOI: http://doi.org/10.1016/j.ecresq.2006.01.003
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.
DOI: http://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 and Research in Education. 19(2) 102-125.
DOI: http://doi.org/10.2167/eri422.0
Sammons, P (2006) “The contribution of international studies on Educational Effectiveness: Current and future directions”, Educational Research and Evaluation. 12(6) 583-593.
DOI: http://doi.org/10.1080/13803610600874091
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 and Research in Education. 19(2) 63-82.
DOI: http://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: Theory and Practice. 12(2) 169-192.
DOI: http://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 40-45.
DOI: http://doi.org/10.1111/j.1467-8578.2006.00410.x
Matthews, P, Sammons, PM (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.
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.
DOI: http://doi.org/10.1080/13645570500154840
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.
DOI: http://doi.org/10.1016/j.ijedudev.2003.11.012
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.
DOI: http://doi.org/10.1080/0141192042000234656
Elliott, K, Sammons, PM (2003) “From Data Rich to Information Rich”, Professional Development Today. (7) 14-18.
Smees, R, Sammons, PM, 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, PM, 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.
DOI: http://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.
DOI: http://doi.org/10.1080/0924345980090302
Sammons, P, Thomas, S, Mortimore, P, Walker, A (1998) “Practitioners’ views of effectiveness”, Improving Schools. 1(1) 33-40.
DOI: http://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.
DOI: http://doi.org/10.1080/0141192970230504
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.
DOI: http://doi.org/10.1080/0141192970230407
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.
DOI: http://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.
DOI: http://doi.org/10.1080/0305764970270110
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.
DOI: http://doi.org/10.1080/0924345970080201
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.
DOI: http://doi.org/10.1080/0141192970230405
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.
DOI: http://doi.org/10.1080/0924345960070203
Sammons, P (1996) “Complexities in the judgement of school effectiveness”, International Journal of Phytoremediation. 21(1) 113-149.
DOI: http://doi.org/10.1080/1380361960020201
Sammons, P, Thomas, S, Mortimore, P (1996) “Promoting school and departmental effectiveness”, Management in Education. 10(1) 22-24.
DOI: http://doi.org/10.1177/089202069601000110
Sammons, P, West, A, Hailes, J (1996) “Teacher assessment in the inner city at key stage 1”, EDUCATIONAL STUDIES. 22(2) 261-276.
DOI: http://doi.org/10.1080/0305569960220209
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.
DOI: http://doi.org/10.1080/0141192960220108
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.
DOI: http://doi.org/10.1080/0141192950210403
WEST, A, HAILES, J, SAMMONS, P (1995) “CLASSROOM ORGANIZATION AND TEACHING APPROACHES AT KEY-STAGE-ONE - MEETING THE NEEDS OF CHILDREN WITH AND WITHOUT ADDITIONAL EDUCATIONAL-NEEDS IN 5 INNER-CITY SCHOOLS”, EDUCATIONAL STUDIES. 21(1) 99-117.
DOI: http://doi.org/10.1080/0305569950210108
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.
DOI: http://doi.org/10.1080/0924345950060401
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.
DOI: http://doi.org/10.1080/0267152940090304
Mortimore, P, Sammons, P, Thomas, S (1994) “School Effectiveness and Value Added Measures”, Assessment in Education: Principles, Policy & Practice. 1(3) 315-332.
DOI: http://doi.org/10.1080/0969594940010307
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.
DOI: http://doi.org/10.1080/0141192930190407
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.
DOI: http://doi.org/10.1016/0001-4575(93)90012-l
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.
DOI: http://doi.org/10.1016/0883-0355(89)90026-8
Mortimore, P, Sammons, P, Ecob, R (1988) “Expressing the magnitude of school effects - a reply to Peter Preece”, Research Papers in Education. 3(2) 99-101.
DOI: http://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.
DOI: http://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.
DOI: http://doi.org/10.1080/0141192830090105
Matthews, P, Sammons, P “Survival of the weakest: the differential improvement of schools causing concern in England”, London Review of Education.
DOI: http://doi.org/10.1080/14748460500163989
Ortega, L, Malmberg, LE, Sammons, P “School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model”, School Effectiveness and School Improvement.
DOI: http://doi.org/10.1080/09243453.2018.1443945
Baker, W, Sammons, P, Siraj-Blatchford, I, Sylva, K, Melhuish, EC, Taggart, B “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.
DOI: http://doi.org/10.1080/03054985.2014.953921
Melhuish, E, Sammons, PM, Sylva, K, Siraj-Blatchford, I, Taggart, B “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.
MELHUISH, E, Sylva, K, SAMMONS, P, SIRAJ, I, Taggart, B “Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour”, Zeitschrift für Erziehungswissenschaft.
DOI: http://doi.org/10.1007/s11618-020-00945-x
Melhuish, E, Sammons, PM, Sylva, K, Siraj-Blatchford, I, Taggart, B “Home, Pre-school and Primary school influences upon children’s educational attainment at age 11”, Revista de Política Educativa.
MELHUISH, E, Barnes, J, GARDINER, J, SIRAJ, I, SAMMONS, P, Sylva, K, Taggart, B “A study of the long-term influence of early childhood education and care on the risk for developing special educational needs”, Exceptionality Education International.
Ortega, L, Malmberg, L, Sammons, P “Teacher effects on Chilean children’s achievement growth: a cross-classified multiple membership accelerated growth curve model”, Educational Evaluation and Policy Analysis.
DOI: http://doi.org/10.3102/0162373718781960
“Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)?”, ZDM.
DOI: http://doi.org/10.1007/s11858-018-0921-9
Sammons, PM, Toth, K, Sylva,, K “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.
DOI: http://doi.org/10.1016/j.stueduc.2017.10.004
Sammons, PM, Anders, Y, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Barreau, S “Children's Cognitive Attainment and Progress in English Primary Schools During Key Stage 2: Investigating the potential continuing influences of pre-school education”, Zeitschrift für Erziehungswissenschaft. (Special Issue 11/2008) 179-198.
LINDORFF, AM, Sammons, P “Going beyond structured observations: Looking at classroom practice through a mixed method lens”, ZDM - International Journal on Mathematics Education.
DOI: http://doi.org/10.1007/s11858-018-0915-7
Taggart, B, Siraj-Blatchford, I, Sylva, K, Melhuish, E, Sammons, PM “Influencing policy and practice through research on early childhood education”, International Journal of Early Childhood Education. 14(2) 7-21.
Siraj-Blatchford, I, Mayo, A, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K “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.
Sammons, P, Sylva, K, Siraj-Blatchford, I, Melhuish, EC, Taggart, B “Is public investment in the early years worthwhile?”, Early Education. (54) 3-4.
LINDORFF, A, Jensch, A, Kaiser, G, Walkington, C, SAMMONS, P “Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities”, Studies in Educational Evaluation.
DOI: http://doi.org/10.1016/j.stueduc.2020.100919