On this page, examples of publications (co-)authored by THRiVE members are provided.

• Al Azmeh, Z., Dillabough, JA. Authorial Power, Authoritarianism, and Exiled Intellectuals: Syria and Turkey. Int J Polit Cult Soc 37, 1–27 (2024). https://doi.org/10.1007/s10767-023-09455-0
• Banerjee P, Eryilmaz N. (2024). Undergraduate Achievement Disparities between Demographic Subgroups in English Universities. Trends in Higher Education. 2024; 3(3):528-539
• Banerjee P, Graham L (2023). STEM Education in England: Questioning the 'Leaky Pipeline' Metaphor. Education + Training. Vol. 65 No. 8/9, pp. 957-971. https://doi.org/10.1108/ET-03-2023-0079
• Banerjee P, Graham L, Given G (2024). A systematic literature review identifying inconsistencies in the inclusion of subjects in research reports on STEM workforce skills in the UK. Cogent Education, 11(1).
• Banerjee, P, Rigg, A. and Altoe, M. (2025) Degree awarding gaps. Chapter 9 in Part 1: Defining and theorising research informed education BERA-Sage International Handbook of Research-Informed Educational Practice and Policy
• Banerjee, P. (2022). Do expensive STEM enrichment activities make any difference to science and maths outcomes at school? Book chapter in Doing an ambitious PhD study - Fame and Glory. Routledge Edited by Gorard, S and Siddiqui. Abingdon: Routledge
• Banerjee, P. (2024). Connecting the Dots: A Systematic Review of Explanatory Factors Linking Contextual Indicators, Institutional Culture and Degree Awarding Gaps. Higher Education Evaluation and Development, Vol. 18 No. 1, pp, 31-52
• Banerjee, P. and Eryilmaz, N. (2024). A critical evaluation of the validity of socioeconomic measures used in PISA. International Journal of Comparative Education and Development. Vol. 26 No. 4, pp. 342-375. https://doi.org/10.1108/IJCED-02-2023-0011
• Banerjee, P., Myhill, D. and Tyssen. J (2022). A comparative analysis of post-16 learner outcomes and perspectives, based on studying further education (FE) in either an FE college or sixth form setting. Evaluation conducted for Go Higher West Yorkshire. Final Project Report 2022
• Banerjee, P., True C, Hart R... (2023). Evaluation of the ‘Articulate’ widening participation intervention aimed at improving soft skills and HE aspirations of students from traditionally underrepresented backgrounds. Review of Education, 11(1) Article DOI: 10.1002/rev3.3391.
• Boliver, V., Banerjee, P., Gorard, S & Powell, M. (2022). Reconceptualising fair access to highly academically selective universities. Higher Education 84, 85–100.
• Butler-Rees, A. & Chatzitheochari, S. (2022) Giving a Socially Distanced Voice to Disabled Young People: Insights from the Educational Pathways and Work Outcomes Qualitative Longitudinal Study, International Journal of Social Research Methodology, 26(4), 483-496.
• Butler-Rees, A. & Hadley, B. (2022) Exploring the role of the disabled body as a vehicle and art-form within anti-austerity protest. In Z. McNeill and M. Zebrachi (Eds) Politics as Public Art: The Aesthetics of Political Organizing and Social Movements. London: Duke University Press.
• Butler-Rees, A. & Power, A. (2025). Vulnerability in action: the role of the disabled body in shaping geographies of protest. Social & Cultural Geography, 1–21.
• Butler-Rees, A. (2021) There’s no place for emotions in academia; dealing with the increasing pressures and expectations of the neoliberal academy as a disabled scholar. In: Brown, N (Ed.) Lived experiences of ableism in academia: strategies for inclusion in higher education, Bristol: Policy/Bristol University Press.
• Butler-Rees., A (2023) ‘My Existence is Resistance’: An analysis of disabled people’s everyday lives as an enduring form of resistance. In S. Hughes (Ed.) Critical Geographies of Resistance, London: Edward Elgar Publishing.
• Chatzitheochari, S. & Butler-Rees, A. (2022) Disability, Social Class, and Stigma: An Intersectional Analysis of Disabled Young People's School Experiences, Sociology 57(5), 1156 – 1174.
• Clarke, T., & McLellan, R.. (2023). Associations between children’s wellbeing, mindset and academic attainment in standardized tests of achievement. School Psychology International, 0(0). https://doi.org/10.1177/01430343231215836
• Cremin, H. & Bevington, T. (2017) Positive Peace in Schools: Tackling conflict and creating a culture of peace in the classroom, London: Routledge
• Cremin, H. (2025) Rewilding Education: Rethinking the place of schools now and in the future, Abingdon: Routledge
• Dillabough, J. & Peto, A. (2024). Illiberal Universities. https://worlded.transistor.fm/episodes/2-33-illiberal-universities
• Dillabough, J. & Peto, A. (2024). New deceptions: How illiberalism is hijacking the university. University World News. https://www.universityworldnews.com/post.php?story=20240501143215958
• Dillabough, J. (2023). Young MK Freedom Fighters in an Apartheid Past: Memory, urban frontier spaces and power. In Julie Mcleod, Kate O’Connor, Nicole Davis, Amy McKernan’s (eds), Temporality, Space and Place in Education Research, London: Routledge. https://doi.org/10.4324/9781003021087
• Dillabough, J. (2025). Interview with Telerama, France. https://www.telerama.fr/debats-reportages/attaques-contre-le-savoir-les-universites-offrent-un-apercu-de-l-etat-des-libertes-publiques-d-un-pays-7025248.php
• Dillabough, J. A. (2021). Higher education, violent modernities and the ‘global present’: the paradox of politics and new populist imaginaries in HE. Globalisation, Societies and Education, 20(2), 178–192. https://doi.org/10.1080/14767724.2021.1954497
• Dillabough, J., & Al Azmeh, Z. (2024). Thinking Beyond Victim and Perpetrator in the Sociology of the Exilic Intellectual: Conflict, Memory, and Wound. Qualitative Inquiry, 0(0). https://doi.org/10.1177/10778004241245701
• Dillabough, J., Maber, E. & Bose (in press). Emergency Exit: The Search for Justice and Autonomy in Higher Education Beyond Hungary’s Burgeoning Ethnocracy. To be published in Identities.
• Dillabough, J.-A., & Peto, A. (2024). Universities in the 21st century: A new battlescape over “public things” and our commonworld. Internationalisation of Higher Education – Policy and Practice, 2024(3), 19–33.
• Gabi, J...Banerjee, P... (2024). Can the Role of a Personal Tutor contribute to reducing the Undergraduate Degree Awarding Gap for Racially Minoritised Students? British Educational Research Journal. https://doi.org/10.1002/berj.3999
• Ilie, S., & Maragkou, K. (2024). University admissions during a pandemic. Cambridge Working Papers in Economics. https://www.econ.cam.ac.uk/sites/default/files/publication-cwpe-pdfs/cwpe2458.pdf
• Ilie, S., Forbes, K., Curran, S., & Vermunt, J. D. (2024). Higher education students’ conceptions of learning gain. Active Learning in Higher Education, 14697874241270461.
• Inouye, K., Robson, J., Anaiz, P. R., Baker, S., & Ilie, S. (2025). Assessing the person or the project? How disciplinary ontological and epistemological assumptions shape doctoral admissions in elite UK institutions. Higher Education, 1-21.
• Jones, C., Banerjee, P. and Jackson, L. (2025). The positioning of parental engagement within England's current educational policy landscape. British Educational Research Journal. First published: 05 April 2025 https://doi.org/10.1002/berj.4175
• Katsantonis, I., Barrado, B., McLellan, R., & Gimenez, G. (2024). Subjective Well-Being and Bullying Victimisation: A Cross-National Study of Adolescents in 64 Countries and Economies. Child Indicators Research, https://doi.org/10.1007/s12187-024-10147-0
• Kurian, N. & Cremin, H. (2023) Helping young people feel that they matter: Nurturing students’ eudaimonic wellbeing and their capacity to build peace. In P. Trofonas & S. Jagger (Eds) Springer International Handbooks of Education. Handbook of Curriculum Theory and Research, Springer Cham.
• Lauer, J. (2025). Revisiting intrinsic sex differences in STEM aptitude. Infant Behavior and Development, 79, 102064. https://doi.org/10.1016/j.infbeh.2025.102064
• Lopes Cardozo, M.T.A and Maber, E.J.T. (eds.) (2019) Sustainable Peacebuilding and Social Justice in Times of Transition: Findings on the Role of Education in Myanmar. Springer.
• Maber, E.J.T. & Daw Htar Nwe (2021) Women’s leadership in the arts and creative industries in Myanmar. British Council.
• Maber, E.J.T. & Ei Thin Zar (2025) Shifting spaces of resistance: Non-state education and anti-authoritarian resistance in exile. Education and Conflict Review.
• Maber, E.J.T. forthcoming book with Routledge (projected 2026) Education, Gender & Conflict.
• McInnerney, W. & Cremin, H. (2023) Poetic peace education: a curriculum connecting the mind, body, and heart in workshop spaces. In P. Trofonas & S. Jagger (Eds) Springer International Handbooks of Education. Handbook of Curriculum Theory and Research, Springer Cham.
• McLellan, R., Faucher, C., & Simovska, V. (Eds.) (2022). Wellbeing and schooling : Cross cultural and cross disciplinary perspectives. Cham, Switzerland: Springer. meta-analysis of 98 Studies. Psychological Bulletin, 150(12),1363-1396. https://doi.org/10.1037/bul0000456
• Miller, D. A., Gabi, J. and Banerjee, P. (eds.) (2025) Research Intelligence Spring 2025: International comparative education. Research Intelligence: International comparative education, 162. The British Educational Research Association (BERA), London, UK. ISSN 0307-9023
• Miller, D. I., Lauer, J. E., Tanenbaum, C., & Burr, L. (2024). The development of children’s gender stereotypes about STEM and verbal abilities: A preregistered
• Smith, D., & McLellan, R. (2024). Mental Health and Mattering in UK University Students: A Comparison Between Continuing-Generation Students and First-Generation Students. Education Sciences, 14(12), 1317. Retrieved from https://www.mdpi.com/2227-7102/14/12/1317
• Tsuruhara, T. & Cremin, H. (2023) Relational transformation or resolution only? A quantitative analysis of mediator and disputant behaviors, and mediation outcome, Conflict Resolution Quarterly, doi.org/10.1002/crq.21402
• Zhou, W., & McLellan, R. (2024). "No changes, but I become more positive mentally": A Mixed-methods Study of the Impact of a Combined SEL and MBP on Behavior Change and Academic Achievement among Chinese Adolescents. Social and Emotional Learning: Research, Practice and Policy https://doi.org/10.1016/j.sel.2024.100038