Publications

Published works & Preprints

• Bernardi, F., Lievore, I., Valdés, M.T. (2025). The Geography of Tertiary Educational Inequality in Europe: a Within- and Cross-Country Analysis Over Time, in European Societies, 1-28. 

Available at: https:///doi/10.1162/euso.a.37/132784/

• Pavolini E., Argentin G., Mobilio V., Lievore I., Kochergina E., Zanga G. (2025). Mapping Longitudinal Datasets on Educational Inequalities in Primary and Secondary Education: Research Findings and Implications. Deliverable D3.1, Horizon Europe Project LINEup.

Available at: https://www.lineup-project.eu/research/mapping

• Mobilio, V., Lievore, I., Mosa, E., Orlandini, L. (2025). School strategies to tackle dropout and underachievement: a case study on flexible use of school time, in Tackling early school leaving: the role of schools and their educational approaches (a cura di Bonaiuti, G., Bruni, F., Dipace, A.)  Form@re - Open Journal Per la Formazione in Rete, 25(2), 1-5. 

Available at: https://oaj.fupress.net/index.php/formare/article/view/17606/14167 

• Mosa, E., Orlandini, L., Lievore, I., Mobilio, V. (2025). Tempo Flessibile e Rigenerazione Educativa: Indagine sulla Riorganizzazione Oraria in una Scuola Secondaria di Primo Grado - Flexible Timeand Educational Regeneration: Hourly Reorganization in a Secondary School, in Si Vede Bene Solo Col Cuore. Educare in Contesti di Vulnerabilità. Una Sfida Pedagogica e Politica (a cura di Crescenza, G., Ferrante, A., Stillo, L.), Articolo 33, p. 193.

Available at: https://www.articolotrentatre.it/rivista/giugno-2025 

• Lievore, I., Fedeli, E., Triventi, M. (2024). The Stricter the Better? The Impact of Early Teacher Grading Standards on Students’ Competences Development and Academic Track Enrollment, Social Science Research, Volume 124, 103085. 

Available at: https://doi.org/10.1016/j.ssresearch.2024.103085

• Valdés, M. T., Bernardi, F., and Lievore, I. (2024). The Intergenerational Effect of Educational Expansion: Diminishing Academic Achievement Among Children with University-Educated Parents. under review in Social Forces.

Available at: https://doi.org/10.31219/osf.io/2azxu

• Espadafor, M.C., Bernardi, F., Lievore, I., and Valdés, M. (2024). Selectivity and risks along educational transitions. Mapineq deliverables. Turku: INVEST Research Flagship Centre / University of Turku. 

Available at: https://zenodo.org/records/10868079

• Kampylis, P., Fragkiadaki Theodoroulea M., Kandila, M., Cholezas, I., Mobilio, V., Sampson, D., Lievore, I., Mauro, V., Gunzelmann, S., Lanoë, M., Maurya, P., Moulin, L., Ortiz, L., Passaretta, G., & Moreira, P. (2024). Tracing Educational Inequalities in Primary and Secondary Schools - Insights from a Systematic Review of Longitudinal and Repeated Cross-sectional Studies. LINEup Project - Deliverable 2.1.

Available at: https://www.lineup-project.eu/research/literature-review

• Karonen, E. and Lievore, I. (2023). Attitudes toward Equality of Outcomes and Opportunities: a Within-Country Analysis. Mapineq deliverables. Turku: INVEST Research Flagship Centre / University of Turku. 

Available at: https://zenodo.org/records/10401626

• Triventi, M., Lievore, I., & Fedeli, E. (2023). Why are girls better graded in school? The role of students’ personality traits, school-related attitudes, and behavior. under review in Oxford Review of Education.  

Available at https://osf.io/preprints/socarxiv/erydh/

• Lievore, I. and Triventi, M. (2022). Do Teacher and Classroom Characteristics Affect the Way in which Girls and Boys are Graded? A Multilevel Analysis of Student–Teacher Matched Data. British Journal of Sociology of Education, 44(1):97-122. 

Available at: https://doi.org/10.1080/01425692.2022.2122942 

• Lievore, I. and Triventi, M. (2022). Social Background and School Track Choice: An Analysis Informed by the Rational Choice Framework. Acta Sociologica. 65(2):111-129. 

Available at: https://doi.org/10.1177/0001699321106166

• Azzolini, D., Bazoli, N., Lievore, I., Schizzerotto, A., and Vergolini, L. (2019). Beyond Achievement. A Comparative Look into 15-year-olds’ School Engagement, Effort and Perseverance in the European Union. European Commission. ISBN 978-92-79-93947-1. 

Available at: https://op.europa.eu/en/publication-detail/-/publication/0a90c7c9-2f45-11e9-8d04-01aa75ed71a1

Other articles 

• Triventi, M. (April 2025). Severo ma giusto. Se criteri di valutazione più rigorosi alle elementari crescono studenti e studentesse più motivati alle superiori. NaspRead. 

https://naspread.eu/it/contributi-it/articoli-it/severo-ma-giusto.html 

• Bernardi, F. (March 2025). In Europe, higher education remains a privilege - and it's not just about class. Population Europe, Policy Insights.

https://population-europe.eu/research/policy-insights/europe-higher-education-remains-privilege-and-its-not-just-about-class

• Guglielmini, G., Lievore, I. (September 2024). Le sfide dell'inclusione e i rischi della segregazione scolastica. TuttoScuola.

https://www.tuttoscuola.com/le-sfide-dellinclusione-e-i-rischi-della-segregazione-scolastica/

• Lievore, I. (October 2022). Why do teachers give girls higher marks than boys? Italian researchers have the answer. Taylor&Francis Press Releases.

https://newsroom.taylorandfrancisgroup.com/why-do-teachers-give-girls-higher-marks-than-boys-italian-researchers-have-the-answer/?