Paulle, B. (2003). "Contest and Collaboration: Embodied cultural responses of adolescents in an 'inner city' school in the Bronx (New York) and a 'zwarte' school in the Bijlmer (Amsterdam)". In J. C. C. Rupp, & W. Veugelers (Eds.), Moreel-Politieke Herorientatie in het Onderwijs Garant.
Pels, D. (2003). Unhastening Science. Autonomy and Reflexivity in the Social Theory of Knowledge. Liverpool University Press.
Michon, L. B., & Tillie, J. N. (2003). Politische Partizipation von Migrantinnen in Amsterdam 1986-2002.Wiener Hefte zu Migration und Integration in Theorie und Praxis, 1(1), 98-112.
Leydesdorff, L. (2003). "Interaction" versus "action", and Luhmann's socioloy of communication. In C. B. Grant (Ed.), Rethinking Communicative Interaction: New Interdisciplinary Horizons (pp. 163-186). John Benjamins.
Peter, J., & de Vreese, C. H. (2003). Agenda rich, agenda poor: A cross-national comparative investigation of nominal and thematic public agenda diversity. International Journal of Public Opinion Research, 15(1), 43-63.
Aupers, S., & Houtman, D. (2003). Oriental Religion in the Secular West. Globalization and Religious Diffusion. Journal of National Development, 16(1).
McQuail, D., & Renckstorf, K. (2003). Action theoretical approaches in European communication research: An introductory note. In K. Renkstorf, D. McQuail, J. Rosenbaum, & G. Schaap (Eds.), Action Theory and Research in Europe: Theory, Methods and Findings De Gruyter.
Dekker, R. (2003). Niet te moeilijk doen over interactie tussen leerlingen. Tijdschrift voor nascholing en onderzoek van het reken-wiskunde onderwijs, 21(2), 27-28.
Dekker, R. (2003). Onderwijzen van formele wiskunde in het basisonderwijs [Review of: Dissertatie R. Keijzer]. Willem Bartjens, 22(5), 19.
Dekker, R. (2003). Boekbespreking [Review of: Dissertatie P. Vos]. Nieuwe Wiskrant, 22(4).