Pamela Sammons

Professor (emeritus) of Education and Emeritus Fellow Jesus College, Oxford

University of Oxford

United Kingdom

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Professor (emeritus) Pamela Sammons is affiliated with the University of Oxford, UK. Her research primarily focuses on teacher identity, self-efficacy, socio-economic disparities in education, and early childhood intervention strategies. Recent articles explore topics such as the home learning environment, teacher well-being, and the development of 21st-century skills in early childhood settings.

Articles (11)

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2023

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2023

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2023

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2021

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2020

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2020

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2020

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2020

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2020

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2020

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2020

Collaborators (6)

James Hall

University of Southampton

UNITED KINGDOM

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Iram Siraj

UNITED KINGDOM

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Ariel Lindorff

University of Oxford

UNITED KINGDOM

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Rebecca Smees

University of Sussex

UNITED KINGDOM

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Kathy Sylva

UNITED KINGDOM

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Maria Evangelou

International Hellenic University

GREECE

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Pamela Sammons

Research Interests

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Articles (11)

Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England

Drivers of the socio‐economic disadvantage gap in England: Sequential pathways that include the home learning environment and self‐regulation as mediators

Exploring teacher identity tensions and coping strategies in a comparative case study of primary school teachers’ narratives

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

Airbag moderation: the definition and statistical implementation of a new methodological model

Home learning environment across time: the role of early years HLE and background in predicting HLE at later ages

A Multilevel Person-Centered Examination of Teachers' Workplace Demands and Resources: Links With Work-Related Well-Being

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

Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour

Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities

Integrating data in a complex mixed-methods classroom interaction study

Collaborators (6)

James Hall

Iram Siraj

Ariel Lindorff

Rebecca Smees

Kathy Sylva

Maria Evangelou

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