Thomas, M. A.M. and Lefebvre, E. E. (2024) Learning, teaching, and researching with Bourdieu: a collaborative reflection on Bourdieusian encounters. In: Stahl, G., Mu, G. M., Ayling, P. and Weininger, E. B. (eds.) The Bloomsbury Handbook of Bourdieu and Educational Research. Bloomsbury Academic. ISBN 9781350349162 (In Press)

Thomas, M. A.M. and Boivin, K. N. (2023) Teaching and teacher education: an overview of sociological perspectives. In: Maxwell, C., Yemini, M. and Engel, L. (eds.) Sociological Foundations of Education. Series: Educational foundations (3). Bloomsbury Academic. ISBN 9781350171022

Thomas, M. A. M. and Baxendale, H. (2022) Wendy Kopp. In: Geier, B. A. (ed.) The Palgrave Handbook of Educational Thinkers. Palgrave Macmillan: Cham. ISBN 9783030810375 (doi: 10.1007/978-3-030-81037-5_208-1)

Lefebvre, E., Thomas, M. A.M. and Crawford-Garrett, K. (2022) The progressive neoliberalism of Teach For America. In: Sharma, A., Schmeichel, M. and Wurzburg, E. (eds.) Progressive Neoliberalism in Education: Critical Perspectives on Manifestations and Resistance. Series: Routledge studies in education, neoliberalism, and Marxism. Routledge: London, pp. 135-150. ISBN 9781032123059 (doi: 10.4324/9781003224013-12)

Lefebvre, E. E. and Thomas, M. A.M. (2022) Alternative routes to teaching. In: Peters, M. A. (ed.) Encyclopedia of Teacher Education. Springer: Singapore, pp. 32-37. ISBN 9789811686788 (doi: 10.1007/978-981-16-8679-5_49)

Thomas, M. A.M. and Schweisfurth, M. (2021) Constructivism and learner-centeredness in comparative and international education: where theories meet practice. In: Jules, T. D., Shields, R. and Thomas, M. A.M. (eds.) The Bloomsbury Handbook of Theory in Comparative and International Education. Bloomsbury Academic: London, pp. 299-312. ISBN 9781350078758 (doi: i10.5040/9781350078789.ch-017)

Thomas, M. A.M. , Crawford-Garrett, K. and Rauschenberger, E. (2021) A growing global network: the development of international research on Teach For All. In: Thomas, M. A.M., Rauschenberger, E. and Crawford-Garrett, K. (eds.) Examining Teach For All: International Perspectives on a Growing Global Network. Series: Oxford studies in comparative education. Routledge: Abingdon, Oxon ; New York, NY, pp. 36-59. ISBN 9780367336486 (doi: 10.4324/9780429331695-3)

Thomas, M. A. M. and Mosselson, J. (2019) Advancing the teaching of comparative and international education. In: Wiseman, A. W. (ed.) Annual Review of Comparative and International Education 2018. Series: International Perspectives on Education and Society, 37. Emerald Publishing, pp. 89-95. ISBN 9781838674151 (doi: 10.1108/S1479-367920190000037010)

Thomas, M. and Yehle, A. (2018) A framework for enacting the metapedagogy method in teacher education: what, why, where, when, and how? In: Lopez, A. E. and Olan, E. L. (eds.) Transformative Pedagogies for Teacher Education: Moving Towards Critical Praxis in an Era of Change. Series: Transformative Pedagogies in Teacher Education. Information Age Publishing. ISBN 9781641131094

Thomas, M. A. M. and Salema, V. (2017) Learning about teaching: a collaborative research exploration of learner-centered pedagogy in Tanzania. In: Smith, C. and Hudson, K. (eds.) Faculty Development in Developing Countries: Improving Teaching Quality in Higher Education. Series: Routledge research in international and comparative education. Routledge, pp. 64-85. ISBN 9781315732312

Bartlett, L., Jose Bermeo, M., Boniface, T., Mogusu, E., Ngarina, D., Rugambwa, A., Salema, V., Thomas, M. A. M. , Vavrus, F. and Webb, T. (2013) International collaboration. In: Bartlett, L. and Vavrus, F. (eds.) Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Series: Pittsburgh studies in comparative and international education. SensePublishers, pp. 169-193. ISBN 9789462092242 (doi: 10.1007/978-94-6209-224-2_10)

Rugambwa, A. and Thomas, M. A. M. (2013) Teachers’ conceptualizations and practices of inclusion. In: Bartlett, L. and Vavrus, F. (eds.) Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Series: Pittsburgh studies in comparative and international education. SensePublishers, pp. 115-131. ISBN 9789462092242 (doi: 10.1007/978-94-6209-224-2_7)

Thomas, M. A. M. and Rugambwa, A. (2013) Gendered aspects of classroom practice. In: Vavrus, F. and Bartlett, L. (eds.) Teaching in Tension: International Pedagogies, National Policies, and Teachers’ Practices in Tanzania. Series: Pittsburgh studies in comparative and international education. SensePublishers, pp. 133-148. ISBN 9789462092242 (doi: 10.1007/978-94-6209-224-2_8)