Journal articles
Pensiero, N., & Brede, M. (2024). An agent-based model of school tracking, accountability and segregation. Journal of Simulation. 18(4), 524–538. Link.
Pensiero, N., & Barone, C. (2024). Parental schooling, educational attainment, skills and earnings: a trend analysis across 15 countries. Social Forces. 102 (4), 1288–1309. Link.
Pensiero, N., & Janmaat, G. (2024). Why do women develop lower levels of political interest? Acta Politica. Link.
Pensiero, N., Kelly, A., & Bokhove, C. (2024). Socio-economic differences in remote schoolwork during the COVID-19: a trend analysis of the 2020 and 2021 school closure periods using the UK Understanding Society data. Longitudinal and Life Course Studies, 15(3), 286-321. Link.
Pensiero, N. (2022). The effect of computerisation on the wage share in United Kingdom workplaces. The Economic and Labour Relations Review, 33(1), 158–177. Link.
Pensiero, N. (2020). To leave or not to leave? Understanding the support for the United Kingdom membership in the European Union: Identity, attitudes towards the political system and socio-economic status. Rationality and Society, 32(3), 255-277.
Pensiero, N. & Schoon, I. (2019). Social inequalities in educational attainment. The changing impact of parents’ social class, social status, education, and family income between 1986 and 2010 in England. Longitudinal and Life Course Studies, 10(1), 87-108.
Pensiero, N., & Green, A. (2018). The Effects of Post-Compulsory Education and Training Systems on Literacy and Numeracy Skills: A Quasi-Cohort Comparative Analysis using PISA 2000 and the 2011 Survey of Adult Skills. European Journal of Education, 53(2), 238-253. Link.
Pensiero, N. (2017). In-house or outsourced public services? A social and economic analysis of the impact of spending policy on the private wage share in OECD countries. International Journal of Comparative Sociology, 58(4), 333-351. Link.
Green, A. D., Pensiero, N., Franceschelli, M., & Henseke, G. (2017). Education and the Changing Structure of Opportunities for Young People in England. Asian Education Review, 1(1), 7-30.
Pensiero, N., & Green, F. (2016). Out-of-school-time study programmes: do they work? Oxford Review of Education, 47 (1), 127-143. Link.
Green, A. D., & Pensiero, N. (2016). The effects of upper secondary education and training systems on skills inequality: A quasi-cohort analysis using PISA 2000 and the OECD survey of adult skills. British Educational Research Journal. 42 (5), 756-769. Link.
Liu, Y., Green, A., & Pensiero, N. (2016). Expansion of Higher Education and Inequality of Opportunities: A Cross-national Analysis. Journal of Higher Education Policy and Management, 38 (3), 242-263. Link.
Green, A., Green, F., & Pensiero, N. (2015). Cross-Country Variation in Adult Skills Inequality. Comparative Education Review, 59, 595-618. Link.
Pensiero, N. (2011). Parent-child cultivation and children's cognitive and attitudinal outcomes from a longitudinal perspective. Child Indicators Research, 4 (3), 413-437. Link.
Book chapters and reports
Pensiero, N., Kelly, A., & Bokhove, C. (2021). Learning inequalities during the Covid-19 pandemic: a longitudinal analysis using the UK Understanding Society 2020 and 2021 data. University of Southampton. Link.
Pensiero, N., Kelly, A., & Bokhove, C. (2020). Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling University of Southampton. Link.
Pensiero, N., Giancola, O. and Barone, C. (2019). Socioeconomic Inequality and Student Outcomes in Italy. In Volante, L., Schnepf, S., Jerrim, J., and Klinger, D. (Eds.). Socioeconomic Inequality and Student Outcomes: National Trends, Policies, and Practices. Springer Press.
Janmaat, J.G., Green, A., Melis, G. and Pensiero, N. (2017). The Dynamics of support for Brexit: Identifying the Groups for which Support for ‘Leave’ Has Changed. LLAKES working paper for Understanding Society EU Referendum Project. Link.
Pensiero, N., (2017). Designing education to enhance achievement of all. In I. Schoon, & R. Silbereisen (Eds.), Pathways to Adulthood: Educational opportunities, motivation and attainment in times of social change. UCL IoE press.
Greany T., Barnes I., Mostafa T., Pensiero N., & Swensson C. (2016). Trends in Maths and Science Study (TIMSS): National Report for England. Link.
Green, A. D., & Pensiero, N. (2016). Comparative Perspectives: Education and Training System Effects on Youth Transitions and Opportunities. In I. Schoon, J. Bynner (Eds.), Young People and the Great Recession: Preparing for an Uncertain Future. Cambridge: Cambridge University Press. Link.
Meierkord, A., Donlevy, D., Pensiero, N., Herrera, F., & Green, A. D. (2016). Study of the Link between the Levels of Basic Competences and Formal Educational Attainment in a Cross-Country and Comparative Perspective. European Commission.
Green, A., Green, F., & Pensiero, N. (2014). Why are Literacy and Numeracy Skills in England so Unequal, LLAKES research paper 47.
Pensiero, N. (2012). Revisiting the debate on inequality. A longitudinal study using the British cohort study 1970. PhD thesis, European University Institute.
Pensiero, N. (2012). Education reform in Spain: Actors and consequences of an incomplete transformation. In Beblavy, M. & Veselkova, M. (Eds.), From Selectivity to Universalism: The Political Economy of Pro-Equality Educational Reform. NEWJOBS working paper 4.5.2. Link.