Pamela Sammons

• Subjects Taught

  MSc in Education (Research Design and Methodology)

• Current Doctoral Students

  Sina Fackler

  DPhil Student

  sina.fackler@education.ox.ac.uk

Publications:

• Featured Publications

  • 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.

  • Sammons, PM, Lindorff, A, Ortega, L, Kington, A (2017) “Inspiring teaching: learning from exemplary practitioners”, Journal of Professional Capital and Community.
    DOI: http://doi.org/10.1108/JPCC-09-2015-0005

  • 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. SAGE Publications.
    DOI: http://doi.org/10.1177/0013161X15616863

  • Sammons, PM (2016) What can we learn from students’ reports of their secondary school experiences and their role in shaping academic outcomes at GCSE? Annual Lecture for Oxford University Centre for Educational Assessment, Ashmolean Museum Oxford. Oxford University Centre for Educational Assessment.

  • Hall, J, Lindorff, A, Sammons, PM (2016) Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Department of Education, University of Oxford/OUP.

  • Sammons, PM, Toth, K, Sylva, K (2016) Believing in Better: How Aspirations and Academic Self-concept Shape Young People's Outcomes. The Sutton Trust.

  • 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. BMJ Publishing Group.
    DOI: http://doi.org/10.1136/bmj.i897

  • 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. Emerald Group Publishing Limited.
    DOI: http://doi.org/10.1108/JCS-02-2015-0007

  • Sylva, K, Goff, JC, 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). London: DfE.

  • Sammons, PM, Anders, Y (2015) “Researching equity and effectiveness in education: Examples from the UK and Germany”, In: International Handbook of Interpretation in Educational Research. Springer.
    DOI: http://doi.org/10.1007/978-94-017-9282-0_64

  • Sammons, PM, Toth, K, Sylva, K (2015) Subject to Background: What promotes better achievement by bright but disadvantaged students?. Sutton Trust.

  • Sammons, PM, Toth, K, Sylva, K (2015) Background to success: differences in A-Level entries by ethnicity, neighbourhood and gender. London: Sutton Trust.

  • 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. London: DfE.

  • Sammons, P, Kington, A, Lindorff, A, Ortega, L (2014) “Inspiring teachers: Perspectives and practices”, In: Inspiring teachers: Perspectives and practices. Reading: CfBT Education Trust.

  • Sammons, P, Sylva, K, Melhuish, EC, 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. London: Institute of Education.

  • Sammons, P, Sylva, K, Melhuish, EC, 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). London: DfE.

  • Sammons, PM, Kington, A, Lindorff-Vijayendran, A, Ortega, L (2014) Inspiring Teaching: What we can learn from exemplary practitioners. Reading: CfBT.

  • Sammons, P, Sylva, K, Melhuish, EC, 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). London: DfE.

  • Kington, A, Sammons, P, Regan, P, Brown, E, Ko, J (2014) Effective Classroom Practice. McGraw-Hill Education (UK).

  • 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. Emerald Group Publishing Limited.
    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.
    DOI: http://doi.org/10.1080/09243453.2014.885450

  • Ko, J, Sammons, PM, Bakkum, L (2013) Effective Teaching: a review of research and evidence. Reading: CfBT.

  • Sammons, PM, Chapman, C (2013) School self-evaluation for school improvement: What works and why?. Reading: CfBT.

  • 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. ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD.
    DOI: http://doi.org/10.1080/09243453.2012.749797

  • Chapman, C, Armstrong, P, Harris, A, Muijs, D, Reynolds, D, Sammons, P (2012) School effectiveness and improvement research, policy, and practice: Challenging the orthodoxy?.
    DOI: http://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?.
    DOI: http://doi.org/10.4324/9780203136553

  • Day, C, Sammons, P, Leithwood, K (2011) Successful School Leadership: Linking With Learning And Achievement Linking with Learning. McGraw-Hill Education (UK).

  • 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. Taylor & Francis Group : Routledge.
    DOI: http://doi.org/10.1080/03054985.2014.953921

  • 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. SAGE Publications.
    DOI: http://doi.org/10.3102/0162373718781960

• Books

  • Hall, J, Lindorff, A, Sammons, P (2020) International Perspectives in Educational Effectiveness Research. Springer.

  • 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.. London: UCL-IOE Press.

  • Chapman, C, Muijs, D, Reynolds, D, Sammons, P, Teddlie, C (2016) The Routledge International Handbook of Educational Effectiveness and Improvement: Research, policy, and practice.
    DOI: http://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, EC, Sylva, K (2014) Effective Teachers in primary Schools: key research on pedagogy and children’s learning. Stoke on Trent: Trentham Books.

  • Chapman, C, Armstrong, P, Harris, A, Muijs, D, Reynolds, D, Sammons, P (2012) School effectiveness and improvement research, policy, and practice: Challenging the orthodoxy?.
    DOI: http://doi.org/10.4324/9780203136553

  • 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, PM, Day, C (2011) Effective Classroom Practice in Primary and Secondary Schools: A Research Digest. Nottingham: Jubilee Press.

  • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2010) Early childhood matters: Evidence from the effective pre-school and primary education project.
    DOI: http://doi.org/10.4324/9780203862063

  • Sammons, P (2010) Methodological Advances in Educational Effectiveness Research. London: Routledge Taylor Francis.

  • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2010) Early Childhood Matters: Evidence from the Effective Pre-School and Primary Education Project. Oxford: Routledge.
    DOI: http://doi.org/10.1111/j.1099-0860.2010.00308.x

  • Day, C, Sammons, PM, Stobart, G, Kingston, A, Gu, Q (2007) Teachers Matter. Milton Keynes: Open University Press.

  • Sammons, PM (1999) School effectiveness: Coming of age in the 21st century. Swets & Zeitlinger.
    DOI: http://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. London: Institute of Education.

  • 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. London: Institute of Education.

  • 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. London: Institute of Education.

  • 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. London: Institute of Education.

  • Sammons, PM, Thomas, S, Mortimore, P (1997) Forging Links: Effective Schools and Effective Departments. London: Paul Chapman.

  • Mortimore, P, Sammons, PM, Stoll, L, Lewis, D, Ecob, R (1994) School Matters: the Junior Years. London: Paul Chapman.

• Book chapters

  • Sammons, P, Davis, S (2017) “Mixed Methods Approaches and their Application in Educational Research”, In: D Wyse, N Selwyn, E Smith, L Suter (eds.) The BERA/SAGE Handbook of Educational Research, London: BERA SAGE. Sammons, P. & Davis, S. (2017) Mixed Methods approaches and their Application in Educational Research, Chapter 23 in D. Wyse, N. Selwyn, E. Smith and L. Suter (Eds.) The BERA/SAGE Handbook of Educational Research, London: BERA SAGE.. BERA/SAGE.
    DOI: http://doi.org/10.4135/9781473983953.n24

  • 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.
    DOI: http://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. 455-470
    DOI: http://doi.org/10.1007/978-3-319-43645-6_27

  • Melhuish, EC, 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. Athens:

  • Sammons, PM, Anders, Y (2015) “Researching equity and effectiveness in education: Examples from the UK and Germany”, In: International Handbook of Interpretation in Educational Research. Springer.
    DOI: http://doi.org/10.1007/978-94-017-9282-0_64

  • 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. 25-57

  • Hall, J, Sammons, PM (2014) “Mediation, moderation, and interaction: Definitions, discrimination and (some) means of testing”, In: Handbook of Quantitative Methods for Educational Research. Springer Science & Business Media. 267-286
    DOI: http://doi.org/10.1007/978-94-6209-404-8_13

  • Sammons, P, Kington, A, Robertson, D, LINDORFF, AM (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. Maidenhead: Oxford University Press. 110-130

  • 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?. 230-245
    DOI: http://doi.org/10.4324/9780203136553

  • Kington, A, Day, C, Sammons, PM, 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. Routledge.
    DOI: http://doi.org/10.4324/9780203815564-38

  • Soares De Oliveira, RMS, Mayall, J (2012) “Introduction”, In: J Mayall, R Soares de Oliveira (eds.) The New Protectorates International Tutelage and the making of liberal states. Hurst & Comapny. 1-29
    DOI: http://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?. 9-26
    DOI: http://doi.org/10.4324/9780203136553

  • Sylva, K, Chan, L, Sammons, PM, 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. New York: Guilford Press.

  • Sylva, K, Chan, LLS, Melhuish, E, Sammons, PM, 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. London: Institute of Education. 97-117

  • Luyten, H, Sammons, PM (2010) “Methodological Advances in Educational Effectiveness Research”, In: Methodological Advances in Educational Effectiveness Research. Taylor & Francis. 246-276

  • Melhuish, EC (2010) “A linked study: Effective pre-school provision in Northern Ireland”, In: K Sylva, E Melhuish, P Sammons, I Siraj-Blatchford, B Taggart (eds.) Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. Abingdon: Routledge. 192-205

  • Melhuish, EC (2010) “Why children, parents and home learning are important”, In: K Sylva, E Melhuish, P Sammons, I Siraj-Blatchford, B Taggart (eds.) Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. London: Routledge.

  • Teddie, C, Sammons, PM (2010) “Applications of mixed methods to the field of educational effectiveness research”, In: Methodological Advances in Educational Effectiveness Research. Taylor & Francis. 115-152

  • Sammons, PM (2010) “The Contribution of Mixed Methods to Recent Research on Educational Effectiveness”, In: SAGE Handbook of Mixed Methods in Social & Behavioral Research. SAGE.

  • Sammons, PM (2010) “Equity and educational effectiveness”, In: International Encyclopedia of Education.
    DOI: http://doi.org/10.1016/B978-0-08-044894-7.00419-X

  • Sammons, PM (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. Routledge.

  • Sammons, PM (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. Routledge.

  • Sammons, PM (2010) “The EPPE research design: An educational effectiveness focus”, In: Early Childhood Matters Evidence from the Effective Pre-school and Primary Education Project. Routledge.

  • Sammons, P, Anders, Y, Sylva, K, Melhuish, EC, 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. Wiesbaden: Springer-Verlag. 179-198

  • Sammons, PM, Davis, S, Gray, J “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: Research, policy, and practice. Routledge. 25-76

• Conference papers

  • Roberts, F, Sylva, K, Sammons, P (2012) Helping parents to support their children’s transition to school: a feasibility trial on ‘Ready to Go!’. (Porto)

  • Evangelou, M, Sammons, P, Goff, J, Hall, J, Sylva, K, Smith, T, Smith, G, Eisenstadt, N, Smees, R The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention. (Limassol, Cyprus)

  • Evangelou, M, Sammons, P, Taggart, B, Sylva, K, Melhuish, E, Siraj, I What makes a successful transition from primary to secondary school in England?. (Limassol, Cyprus)

  • Evangelou, M, Taggart, B, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I What makes a Successful Transition from Primary to Secondary School?. (Edinburgh)

  • Evangelou, M, Taggart, B, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I EPPE 3-14: Transition between primary & secondary school: Evidence from the Effective Pre-school, Primary and Secondary Education Project.

  • Sammons, P, Hall, J, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B “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”. (Zurich, Switzerland)

  • Hall, J, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, E, Taggart, B, Welcomme, W “Can pre-school protect?: Factors related to resilience in the development of pre-schoolers”, British Educational Research Association (BERA) Annual Conference. (Edinburgh)

  • LINDORFF, AM, Hall, J, SAMMONS, P Evaluation of Inspire Maths: An Illustration of a Mixed Methods RCT in Education Research. (Vienna, Austria)

  • LINDORFF, AM, SAMMONS, P, Kington, A, Ortega, L Teacher and student voices: Perspectives from ‘inspiring’ classrooms. (Limassol, Cyprus)

  • SAMMONS, P, Kington, A, LINDORFF, AM, Ortega, L Inspiring Teaching: Perspectives and practices. (Southampton, UK)

• Journal articles

  • 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

  • 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

  • Fackler, S, Sammons, P, Malmberg, LE (2020) “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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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, 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

  • 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

  • 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

  • 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, 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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, 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

  • 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, 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.

  • 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

  • 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

  • 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

  • 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

  • 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, 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, 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, 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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, 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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, 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

  • 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

  • Elliott, K, Sammons, PM (2003) “From Data Rich to Information Rich”, Professional Development Today. (7) 14-18.

  • 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.

  • 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.

  • 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 (1998) “Practitioners’ views of effectiveness”, Improving Schools. 1(1) 33-40.
    DOI: http://doi.org/10.1177/136548029803010117

  • 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

  • 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

  • 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

  • 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

  • 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, Thomas, S, Mortimore, P (1996) “Promoting school and departmental effectiveness”, Management in Education. 10(1) 22-24.
    DOI: http://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.
    DOI: http://doi.org/10.1080/0924345960070203

  • 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

  • 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

  • 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, 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, 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.
    DOI: http://doi.org/10.1080/0305569950210108

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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, 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

  • 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

  • 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

  • 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.

  • 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, 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.

  • 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

  • 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.

  • 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

  • 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

  • SAMMONS, P, Hall, J, LINDORFF, A, MALMBERG, L, Baumann, N “Airbag moderation: the definition and statistical implementation of a new methodological model”, International Journal of Research and Method in Education. 43(4 The contribution of Multilevel Structural Equation Modelling to contemporary trends in educational research Submit an article Journal homepage)
    DOI: http://doi.org/10.1080/1743727X.2020.1735334

  • 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.

  • 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.

  • 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

  • “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

  • 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

  • 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

• Internet publication

  • INGRAM, J, SAMMONS, P, LINDORFF, A (2018) Observing effective mathematics teaching: a review of the literature. Education Development Trust.

• Reports

  • INGRAM, J, LINDORFF, A, SAMMONS, P, Mitchell, P, McDermott, T, Smith, K, Voss, M (2020) TALIS Video Study National Report. DfE.

  • Day, C, Sammons, PM (2016) Successful leadership: a review of the international literature. Reading: EDT.

  • Gu, Q, Rea, S, Smethern, L, Dunford, J, Varley, M, Sammons, PM (2016) Teaching Schools Evaluation: Final Report. London: DfE.

  • Hall, J, Lindorff, A, Sammons, PM (2016) Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Department of Education, University of Oxford/OUP.

  • Hall, J, Lindorff, A, Sammons, P (2016) “An evaluation of the Inspire Maths programme”, In: An evaluation of the Inspire Maths programme. Oxford: Oxford University Press.

  • Sammons, PM, Toth, K, Sylva, K (2016) Believing in Better: How Aspirations and Academic Self-concept Shape Young People's Outcomes. The Sutton Trust.

  • Sammons, PM, Toth, K, Sylva, K (2015) Subject to Background: What promotes better achievement by bright but disadvantaged students?. Sutton Trust.

  • Sammons, P, Toth, K, Sylva, K, Melhuish, EC, Siraj, I, Taggart, BL (2015) Pre-school and early home learning effects on A-level outcomes: Effective Pre-school, Primary & Secondary Education Project (EPPSE). London: DfE.

  • Sammons, PM, 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). London: DfE.

  • Sammons, PM, Toth, K, Sylva, K (2015) Background to success: differences in A-Level entries by ethnicity, neighbourhood and gender. London: Sutton Trust.

  • Sylva, K, Goff, JC, 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). London: DfE.

  • 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. London: DfE.

  • Sammons, PM, 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. London: DfE.

  • Sammons, PM, 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). London: Department for Education.

  • Sylva, K, Sammons, PM, 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. London: DfE.

  • Sammons, PM, 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. Reading: CfBT.

  • Sammons, PM, Kington, A, Lindorff-Vijayendran, A, Ortega, L (2014) Inspiring Teaching: What we can learn from exemplary practitioners. Reading: CfBT.

  • Siraj, I, Hollingworth, K, Taggart, B, Sammons, PM, Melhuish, E, Sylva, K (2014) Report on students who are not in Education, Employment or Training (NEET). London: Institute of Education & Department of Education.

  • Taggart, B, Sammons, PM, Siraj, I, Sylva, K, Melhuish, E, Toth, K, Smees, R, Hollingworth, K, Welcomme, W (2014) Post age 16 destinations. London: Institute of Education & Department of Education.

  • Sammons, PM, 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. London: Institute of Education & Department of Education.

  • Sammons, PM, 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. London: Institute of Education & Department of Education.

  • Sammons, P, Sylva, K, Melhuish, EC, 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). London: DfE.

  • Sammons, PM, 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. London: Institute of Education and DfE.

  • Sammons, P, Kington, A, Lindorff, A, Ortega, L (2014) “Inspiring teachers: Perspectives and practices”, In: Inspiring teachers: Perspectives and practices. Reading: CfBT Education Trust.

  • Taggart, B, Sammons, P, Siraj, I, Sylva, K, Melhuish, EC, Toth, K, Smees, R, Hollingworth, K, Welcomme, W (2014) Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Post 16 destinations. London: Institute of Education.

  • Sammons, P, Sylva, K, Melhuish, EC, 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). London: DfE.

  • Sammons, P, Sylva, K, Melhuish, EC, 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. London: DfE.

  • Evangelou, M, Goff, JC, 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. London: DfE.

  • Sylva, K, Melhuish, EC, 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). London: DfE.

  • Sylva, K, Melhuish, EC, 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). London: DfE.

  • Siraj, I, Hollingsworth, K, Taggart, B, Sammons, P, Melhuish, EC, 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). London: Institute of Education.

  • Sammons, P, Sylva, K, Melhuish, EC, 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. London: Institute of Education.

  • Sammons, P, Sylva, K, Melhuish, EC, 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. London: Institute of Education.

  • Taggart, B, Sammons, PM, 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. London: DfE.

  • Florez, M, Sammons, PM (2013) Assessment for learning: effects and impact. Reading: CfBT.

  • Maisey, R, Speight, S, Haywood, S, Hall, J, Sammons, P, Hussey, D, Goff, JC, 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. London: DfE.

  • 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). London: DfE.

  • Ko, J, Sammons, PM, Bakkum, L (2013) Effective Teaching: a review of research and evidence. Reading: CfBT.

  • Sammons, PM, Chapman, C (2013) School self-evaluation for school improvement: What works and why?. Reading: CfBT.

  • Sammons, PM, Day, C (2013) Successful leadership: a review of the international literature. Reading: CfBT.

  • 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). London: DfE.

  • Sylva, K, Melhuish, E, Sammons, PM, 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.

  • Sylva, K, Melhuish, EC, 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. London: Department of Education.

  • Sammons, PM, 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. London: Department for Education.

  • Sylva, K, Melhuish, EC, 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. London: Department for Education.

  • Sammons, PM, 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. London: Department for Education.

  • Santiago, P, Gilmore, A, Nusche, D, Sammons, PM (2012) OECD Reviews of Evaluation and Assessment in Education Czech Republic. Paris: OECD.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Draghici, D, Smees, R, Toth, K (2011) 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. London: 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. London: EPPSE Project - Institute of Education.

  • Siraj-Blatchford, I, Mayo, A, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study – Brief. London: Department of Education.

  • Siraj-Blatchford, I, Shepard, D-L, Melhuish, EC, 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. London: Department of Education.

  • Siraj-Blatchford, I, Shepherd, D-L, Melhuish, EC, 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. London: Department of Education.

  • Sammons, PM, 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.. London: Institute of Education and Department for Education.

  • Siraj-Blatchford, I, Mayo, A, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study. London: Department for Education.

  • Sammons, P, Smees, R, Good, J, Sylva, K, Hall, J, Goff, JC (2011) Leadership development resources for children's centre staff: Children's centre leaders questionnaire. Nottingham: National College for School Leadership.

  • Sammons, P, Smees, R, Good, J, Sylva, K, Hall, J, Goff, JC (2011) Leadership development resources for children's centre staff: Senior leadership team questionnaire (not centre leader). Nottingham: National College for School Leadership.

  • Gates, P, Kington, A, Sammons, PM (2010) An Evaluation of the Early Years Two Year Pilot Scheme in the City of Nottingham. Nottingham: Nottingham City Council.

  • Melhuish, EC, Quinn, L, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2010) Pre-school Experience and Key Stage 2 performance in English and Mathematics. Belfast: Department for Education, Northern Ireland.

  • Day, C, Sammons, PM, Hopkins, D, Harris, A, Leithwood, K, Gu, Q, Brown, E, Ahtaridou, E, Kington, A (2009) The impact of school leadership on pupil outcomes. London: DCSF.

  • 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. London: Institute of Education, University of London.

  • Sammons, PM, Ko, J (2008) Using systematic classroom observation schedules to investigate effective teaching: overview of quantitative findings. Effective Classroom Practice (ECP) ESRC Project Report. Nottingham: School of Education, University of Nottingham.

  • 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?. Nottingham: 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). Nottingham: DCSF Publications.

  • 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. Nottingham: DCSF Publications.

  • Sammons, PM, 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. London: DCSF Publications.

  • 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. Nottingham: DCSF Publications.

  • 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. London: Institute of Education, University of London.

  • Sammons, P, Sylva, K, Melhuish, EC, Siraj-Blatchford, I, Barreau, S, Grabbe, Y (2008) The Influence of School and Teaching Quality on Children’s Progress in Primary School. Nottingham: DCSF.

  • 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. London: Institute of Education, University of London.

  • Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B, Smees, R, Melhuish, E (2008) Exploring pupils’ views of primary school in Year 5. London: Institute of Education, University of London.

  • Sammons, P, Sylva, K, Melhuish, EC, 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. Nottingham: DCSF.

  • Day, C, Sammons, PM, 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. Nottingham: School of Education, The 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.

  • 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, Sammons, P, Smees, R, Taggart, B, 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. London: DfES Publications.

  • Sylva, K, Sammons, P, Taggart, B, Smees, R, Melhuish, E, Siraj-Blatchford, I, Elliot, K (2004) The early years transition and special educational needs (EYTSEN) project. DfES Publications.

  • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2004) Effective Pre-school Education. London: 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, Melhuish, M, Sammons, P, Siraj, I Effective Pre-school and Primary Education 3-11 Project (EPPSE 3-16+) Students educational and developmental outcomes at age 16. London: DfE publications.

• Other

  • Sammons, PM (2016) What can we learn from students’ reports of their secondary school experiences and their role in shaping academic outcomes at GCSE? Annual Lecture for Oxford University Centre for Educational Assessment, Ashmolean Museum Oxford. Oxford University Centre for Educational Assessment.

  • Goff, JC, Sylva, K, Chan, L, Sammons, P, Good, J (2012) Leadership development resources for children's centre staff - leadership rating scale. Nottingham: National College for School Leadership.

  • Sylva, K, Good, J, Sammons, P, Goff, JC (2011) Leadership development resources for children's centre staff: Making the training pack work for you. Nottingham: National College for School Leadership.

  • Sylva, K, Chan, L, Good, J, Sammons, P, Goff, JC (2011) Leadership development resources for children’s centre staff : leadership rating scale. Nottingham: National College for School Leadership.