• 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.

• Glaesser, J. (2023). Curriculum and competences. In Tierney, Robert J, Rizvi, Fazal & Erkican, Kadriye (Hrsg.), International Encyclopedia of Education, Vol 7 (Approaches to Curriculum and its Politics) (4th ed.). Oxford: Elsevier, pp. 281-287. https://doi.org/10.1016/B978-0-12-818630-5.03052-9

• 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. (Hrsg.), Studienerfolg und Studienabbruch. Wiesbaden: Springer. Link zum gesamten Band
• 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. (8th ed.). London, New York: Routledge.

• Glaesser, J. (2023). Explaining Regularities or Individual Outcomes: Chance and the Limits of Social Science. Sociological Research Online, DOI: 10.1177/13607804231158504
• Glaesser, J. (2023). Analysing causal asymmetry: a comparison of logistic regression and Qualitative Comparative Analysis (QCA). International Journal of Social Research Methodology, 
  https://www.tandfonline.com/doi/full/10.1080/13645579.2022.2163106

• 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. https//doi.org/10.1177/09639470211062705

• Glaesser, J. (2021). Book Review: Michelle Jackson, Manifesto for a Dream: Inequality, Constraint, and Radical Reform. Sociological Research Online, https://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 Modeling, 63, 337–360. Link zum Artikel
• Glaesser, J. (2019). Competence in educational theory and practice: a critical discussion. Oxford Review of Education, 45(1): 70-85. 
  doi.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.

Glaesser, J. (2021): Integration qualitativer und quantitativer Forschungsansätze in den Sozialwissenschaften. Vortrag im Rahmen des internationalen Workshops 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): Kompetenzentwicklung von Lehrkräften und ihre Erforschung am Beispiel der Fächer Mathematik und Englisch: Überlegungen zur Lehrer*innenbildung in den Fachdidaktiken. Vortrag im Rahmen der Reihe Studium Generale – Lehrer*innenbildung für eine Schule der Zukunft. Perspektiven aus der fachdidaktischen Forschung, Tübingen, April 2018.