| Posttraumatic stress disorder in patients with traumatic brain injury J Glaesser, F Neuner, R Lütgehetmann, R Schmidt, T Elbert BMC psychiatry 4 (1), 5, 2004 | 156 | 2004 |
| Using rational action theory and Bourdieu’s habitus theory together to account for educational decision-making in England and Germany J Glaesser, B Cooper Sociology 48 (3), 463-481, 2014 | 129 | 2014 |
| Competence in educational theory and practice: a critical discussion J Glaesser Oxford Review of Education 45 (1), 70-85, 2019 | 125 | 2019 |
| Exploring the robustness of set theoretic findings from a large n fsQCA: an illustration from the sociology of education B Cooper, J Glaesser International Journal of Social Research Methodology 19 (4), 445-459, 2016 | 93 | 2016 |
| Challenging the qualitative-quantitative divide: Explorations in case-focused causal analysis B Cooper, J Glaesser, R Gomm, M Hammersley Bloomsbury Publishing, 2012 | 92 | 2012 |
| Using case‐based approaches to analyse large datasets: a comparison of Ragin’s fsQCA and fuzzy cluster analysis B Cooper, J Glaesser International Journal of Social Research Methodology 14 (1), 31-48, 2011 | 82 | 2011 |
| Paradoxes and pitfalls in using fuzzy set QCA: Illustrations from a critical review of a study of educational inequality B Cooper, J Glaesser Sociological Research Online 16 (3), 106-119, 2011 | 72 | 2011 |
| Students' approaches to open‐ended science investigation: the importance of substantive and procedural understanding R Roberts, R Gott, J Glaesser Research Papers in Education 25 (4), 377-407, 2010 | 64 | 2010 |
| Selectivity and flexibility in the German secondary school system: A configurational analysis of recent data from the German socio-economic panel J Glaesser, B Cooper European Sociological Review 27 (5), 570-585, 2011 | 59 | 2011 |
| The roles of substantive and procedural understanding in open-ended science investigations: using fuzzy set qualitative comparative analysis to compare two different tasks J Glaesser, R Gott, R Roberts, B Cooper Research in Science Education 39 (4), 595-624, 2009 | 52 | 2009 |
| Concepts of evidence and their role in open-ended practical investigations and scientific literacy; background to published papers R Gott, R Roberts Durham, UK: The School of Education, Durham University, 2008 | 51 | 2008 |
| Qualitative Comparative Analysis, necessary conditions, and limited diversity: Some problematic consequences of Schneider and Wagemann’s Enhanced Standard Analysis B Cooper, J Glaesser Field Methods 28 (3), 300-315, 2016 | 47 | 2016 |
| Qualitative work and the testing and development of theory: Lessons from a study combining cross-case and within-case analysis via Ragin's QCA B Cooper, J Glaesser Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 13 (2), 2012 | 47 | 2012 |
| Underlying success in open‐ended investigations in science: using qualitative comparative analysis to identify necessary and sufficient conditions J Glaesser, R Gott, R Roberts, B Cooper Research in Science & Technological Education 27 (1), 5-30, 2009 | 43 | 2009 |
| Gender, parental education, and ability: their interacting roles in predicting GCSE success J Glaesser, B Cooper Cambridge Journal of Education 42 (4), 463-480, 2012 | 39 | 2012 |
| Exploring the consequences of a recalibration of causal conditions when assessing sufficiency with fuzzy set QCA J Glaesser, B Cooper International Journal of Social Research Methodology 17 (4), 387-401, 2014 | 36 | 2014 |
| Just how flexible is the German selective secondary school system? A configurational analysis J Glaesser International Journal of Research & Method in Education 31 (2), 193-209, 2008 | 36 | 2008 |
| Educational achievement in selective and comprehensive local education authorities: a configurational analysis J Glaesser, B Cooper British Journal of Sociology of Education 33 (2), 223-244, 2012 | 34 | 2012 |
| Dropping out of further education: a fresh start? Findings from a German longitudinal study J Glaesser Journal of Vocational Education and Training 58 (1), 83-97, 2006 | 31 | 2006 |
| How has educational expansion changed the necessary and sufficient conditions for achieving professional, managerial and technical class positions in Britain? A configurational … B Cooper, J Glaesser Sociological Research Online 13 (3), 29-47, 2008 | 30 | 2008 |
barry cooperprofessor of education, Durham UniversityGeverifieerd e-mailadres voor durham.ac.uk
