Methods Center

Dr. Judith Glaesser

Research Fellow at the Methods Center and the Tübingen School of Education (TüSE)

Contact
Haußerstr. 11, room 203
72076 Tübingen
 07071 29 75525

judith.glaesserspam prevention@uni-tuebingen.de
Office hours
By appointment via E-Mail


Research

Research interests

  • Research methods and research design
  • Sociology of education

Curriculum Vitae

2018 - current
Research Fellow

Methods Center

2016 -2018
Research coordinator for the project "Kompetenzmodellierung"

Tübingen School of Education (TüSE)

2006 - 2016
Senior Research Associate, Research Fellow, Lecturer and then Senior Lecturer

School of Education, Durham University, United Kingdom

2002 - 2006
Research assistant

Department of Sociology, University of Konstanz

1995 - 2002
Degree (Diplom) in psychology

University of Konstanz


Publications (Selection)

Books

  • Glaesser, J. (2015). Young people's educational careers in England and Germany. Integrating survey and interview analysis via Qualitative Comparative Analysis. Basingstoke: Palgrave Macmillan.
  • Cooper, B., Glaesser, J., Hammersley, M. & Gomm, R. (2012). Challenging the Qualitative-Quantitative Divide. Explorations in Case-focused Causal Analysis. London: Continuum.
  • Glaesser, J. (2008). Soziale und individuelle Einflüsse auf den Erwerb von Bildungsabschlüssen. Konstanz: UVK.

Book chapters

  • Glaesser, J., Kilian, P. & Kelava, A. (2021). Mögliche Vorläufer von Studienabbruch in der Mathematik: stabile Persönlichkeitsmerkmale und veränderliche affektive Zustände. In Neugebauer, M., Daniel, Hans-Dieter & Wolter, A. (Eds.), Studienerfolg und Studienabbruch. Wiesbaden: Springer. Link to the whole book
  • Cooper, B. & Glaesser, J. (2018): Beyond mixed methods: using QCA to integrate cross-case and within-case analyses. In: Cohen, L., Manion, L. & Morrison, K., Research Methods in Education. (8 th ed.). London, New York: Routledge.

Journal articles

  • Glaesser, J. (2022). Limited diversity and QCA solution types: assumptions and their consequences. Quality & Quantity, https://doi.org/10.1007/s11135-022-01483-w

  • Glaesser, J. (2022). Relative educational poverty: conceptual and empirical issues. Quality & Quantity, 56 (4), 2803-2820. https://doi.org/10.1007/s11135-021-01226-3

  • Kelava, A., Kilian, P., Glaesser, J., Merk, S., & Brandt, H. (2022). Forecasting intra-individual changes of affective states taking into account interindividual differences using intensive longitudinal data from a university student drop out study in math. Psychometrika. Link

  • Bauer, M., Glaesser, J., Kelava, A., Kirchhoff, L. & Zirker, A. (2022). ‘When most I wink, then’ – what? Assessing the comprehension of literary texts in university students of English as a second language. Language and Literature. Link zum Artikel

  • Glaesser, J. (2021). Book Review: Michelle Jackson, Manifesto for a Dream: Inequality, Constraint, and Radical Reform. Sociological Research Onlinehttps://doi.org/10.1177%2F13607804211049461

  • Glaesser, J. (2021). Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA). Methological Innovations, https://journals.sagepub.com/doi/10.1177/20597991211040062
  • Kilian, P., Glaesser, J., Loose, F., & Kelava, A. (2021). Structure of pedagogical content knowledge in maths teacher education. Psychological Test and Assessment Modeling63, 337–360. Link zum Artikel
  • Glaesser, J. (2019). Competence in educational theory and practice: a critical discussion. Oxford Review of Education, 45(1): 70-85doi.org/10.1080/03054985.2018.1493987
  • 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 Methodology17(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). 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). 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 Methodology14(1): 31-48.
  • 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.

Conference presentations

Glaesser, J. (2021): Integration qualitativer und quantitativer Forschungsansätze in den Sozialwissenschaften. Paper presented at the  workshop Qualität und Quantität. Zugänge zu Mensch und Natur im interdisziplinären Dialog“ /  "Quality and Quantity. Approaches to humans and nature in an interdisciplinary dialogue“, Graduiertenkolleg 1876 „Frühe Konzepte von Mensch und Natur“. Mainz/online, Oktober 2021

Glaesser, J. (2021): How stable is the relationship between education and class in Germany? Empirical distributions, counterfactual worlds, and a configurational analysis of NEPS data. Paper presented at the 6th International NEPS Conference. Bamberg/online, Juni 2021.

Glaesser, J. & Kelava, A. (2018): Textverstehen: von fachwissenschaftlicher zu fachdidaktischer Kompetenz. Paper presented at the conference  Flickenteppich Lehrerbildung? Professionalisierungsstrategien in Forschung und Praxis