Dr Judith Glaesser - all publications
Authored book Chapter in book
Glaesser, J. (2009). Arbeitslosigkeit als Risiko auf dem Berufsweg - Psychosoziale Bedingungsfaktoren. In Lebensverlaufe, Lebensbewaltigung, Lebensgluck: Ergebnisse der LifE-Studie. Fend, H., Berger, F. & Grob, U. 123-139.
Cooper, B. & Glaesser, J. (2009). Educational Expansion and Meritocracy in Britain: a Boolean Analysis. In Expected and unexpected consequences of educational expansion in Europe and the US. Theoretical approaches and empirical findings in comparative perspective. Becker, R. & Hadjar, A. Bern: Haupt. 167-177.
Glaesser, J. (2007). Berufseintritt ohne Ausbildung. In Arbeit und Identitat im Jugendalter. Die Auswirkungen der gesellschaftlichen Strukturkrise auf Sozialisation. Mansel, J. & Kahlert, H. Weinheim: Juventa. 79-92. Conference Paper
Cooper, B. & Glaesser, J. (2008), Exploring configurational causation in large datasets with QCA: possibilities and problems, ESRC Research Methods Festival. Oxford, Oxford.
Glaesser, J. & Lauterbach, W. (2004), Opportunities and risk factors in labour market entry: Results from a longitudinal study.
Workshop: Mobility and Transitions in the Youth Labour Market, European Research Network on Transitions in Youth. Nurnberg, Nürnberg. Journal Article
Cooper, B. & Glaesser, J. (2016). Analysing necessity and sufficiency with Qualitative Comparative Analysis: how do results vary as case weights change?. Quality & Quantity 50(1): 327-346.
Cooper, B. & Glaesser, J. (2016). Exploring the robustness of set theoretic findings from a large n fsQCA: An illustration from the sociology of education. International Journal of Social Research Methodology 19(4): 445-459.
Cooper, B. & Glaesser, J. (2016). Qualitative Comparative Analysis, necessary conditions and limited diversity: some problematic consequences of Schneider and Wagemann’s Enhanced Standard Analysis. Field Methods 28(3): 300-315.
Glaesser, J. & Cooper, B. (2014). Exploring the consequences of a recalibration of causal conditions when assessing sufficiency with fuzzy set QCA. International Journal of Social Research Methodology 17(4): 387-401.
Glaesser, J. & Cooper, B. (2014). Using Rational Action Theory and Bourdieu's Habitus theory together to account for Educational Decision-making in England and Germany. Sociology 48(3): 463-481.
Glaesser, J. & Cooper, B. (2012). Educational achievement in selective and comprehensive local education authorities: a configurational analysis. British Journal of Sociology of Education 33(2): 223-244.
Glaesser, J. & Cooper, B. (2012). Gender, parental education and ability: their interacting roles in predicting GCSE success. Cambridge Journal of Education 42(4): 463-480.
Cooper, B. & Glaesser, J. (2012). Qualitative Work and The Testing and Development of Theory: Lessons from a Study combining Cross-Case and Within-Case Analysis via Ragin's QCA. Forum: Qualitative Social Research 13(2): 4.
Cooper, B. & Glaesser, J. (2011). Introduction to the Special Issue: Case-Based Approaches to the Analysis of Quantitative Data. Methodological Innovations Online 6(2 (Special Issue): 1-5.
Cooper, B. & Glaesser, J. (2011). Paradoxes and pitfalls in using fuzzy set QCA: illustrations from a critical review of a study of educational inequality. Sociological Research Online 16(3): 8.
Glaesser, J. & Cooper, B. (2011). Selecting cases for in-depth study from a survey dataset: an application of Ragin's configurational methods. Methodological Innovations Online 6(2): 52-70.
Glaesser, J. & Cooper, B. (2011). Selectivity and Flexibility in the German Secondary School System: A Configurational Analysis of recent data from the German Socio-Economic Panel. European Sociological Review 27(5): 570-585.
Cooper, B. & Glaesser, J. (2011). Using case-based approaches to analyse large datasets: a comparison of Ragin's fsQCA and fuzzy cluster analysis. International Journal of Social Research Methodology 14(1): 31-48.
Cooper, B. & Glaesser, J. (2010). Contrasting variable-analytic and case-based approaches to the analysis of survey datasets: exploring how achievement varies by ability across configurations of social class and sex. Methodological Innovations Online 5(1): 4-23.
Roberts, R., Gott, R. & Glaesser, J. (2010). Students' approaches to open-ended science investigation: the importance of substantive and procedural understanding. Research Papers in Education 25(4): 377-407.
Glaesser, J., Gott, R., Roberts, R. & Cooper, B. (2009). The roles of substantive and procedural understanding in open-ended science investigations: using fuzzy set qualitative comparative analysis to compare two different tasks. Research in Science Education 39(4): 595-624.
Glaesser, J., Gott, R., Roberts, R. & Cooper, B. (2009). Underlying success in open-ended investigations in science: using Qualitative Comparative Analysis to identify necessary and sufficient conditions. Research in Science & Technological Education 27(1): 5-30.
Cooper, B. & Glaesser, J. (2008). How has Educational Expansion changed the Necessary and Sufficient Conditions for Achieving Professional, Managerial and Technical Class Positions in Britain? A Configurational Analysis. Sociological Research Online 13(3): 1-22.
Glaesser, J. (2008). Just how flexible is the German selective secondary school system? A configurational analysis. International Journal of Research & Method in Education 31(2): 193-209.
Glaesser, J. (2006). Dropping out of further education: A fresh start? Findings from a German Longitudinal Study. Journal of Vocational Education and Training 58: 83-97. Glaesser, J., Neuner, F., Lütgehetmann, R., Schmidt, R. & Elbert, T. (2004).
Posttraumatic Stress Disorder in patients with traumatic brain injury. BMC Psychiatry 4: 5. Working Paper
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