Thomas, G. (2016) After the gold rush: questioning the “gold standard” and reappraising the status of experiment and randomized controlled trials in education Harvard Educational Review, 86, 3, 390-411 http://dx.doi.org/10.17763/1943-5045-86.3.390
Thomas, G. and Myers, K. (2015) The anatomy of case study. London: SAGE Publications.
Thomas, G. (2016) Progress in social and educational inquiry through case study: generalization or explanation? Clinical Social Work Journal, doi 10.1007/s10615-016-0597-y
Thomas, G. (2013) Education: a very short introduction. Oxford: Oxford University Press. Book details
Thomas, G. (2012) , A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal. 39, 3, 473-490. DOI: 10.1080/01411926.2011.652070
Thomas, G. (2012) Changing our landscape of inquiry for a new science of education. Harvard Educational Review, 82, 1, 26-51. http://her.hepg.org/content/6t2r089l715x3377/
Thomas, G. (2011) A typology for the case study in social science following a review of definition, discourse and structure. Qualitative Inquiry, 17, 6, 511 – 521. DOI 10.1177/1077800411409884
Thomas, G. (2011) The case: generalization, theory and phronesis in case study, Oxford Review of Education, 37, 1., 21-35 DOI: 10.1080/03054985.2010.521622
Thomas, G. (2011) How to do your case study: a guide for students and researchers. London: Sage. http://www.uk.sagepub.com/books/Book235663
Thomas, G. (2010) Doing case study: abduction not induction; phronesis not theory. Qualitative Inquiry, 16, 7, 575-582.
Thomas, G. (2007) Education and Theory: Strangers in Paradigms. Maidenhead: Open University Press. http://www.mcgraw-hill.co.uk/html/0335211798.html
Thomas, G., & Loxley, A. (2007) Deconstructing Special Education and Constructing Inclusion. Buckingham: Open University Press. (2nd edition) http://www.mcgraw-hill.co.uk/html/0335223710.html
Thomas, G. & James, D. (2006) Re-inventing grounded theory: some questions about theory, ground and discovery. British Educational Research Journal, 32 (6): 767–795.