Read Professor Harry Daniels’ obituary.
Harry Daniels was a Professor of Education. His research interests were in school design and exclusion from school. He was interested in sociocultural and activity theory and Bernsteinian theory.
Harry Daniels
Emeritus Professor | Green Templeton College
About me
Research
Books
-
https://doi.org/10.4324/9781315272412Daniels, H., Stables, A., Cox, S., & TSE, H. (2019). School Design Matters : How School Environments Relate to the Practice and Experience of Teaching and Learning. Routledge.
-
https://doi.org/10.4324/9781315148366-1Ming Tse, H., Daniels, H., Cox, S., & Stables, A. (2018). Introduction (pp. 1-9).
-
https://doi.org/10.4324/9781315148366Ming Tse, H., Daniels, H., Cox, S., & Stables, A. (2018). Designing buildings for the future of schooling: Contemporary visions for education (pp. 1-192).
-
https://doi.org/10.4324/9781315647654Daniels, H. (Ed.). (2017). Introduction to Vygotsky. Routledge.
-
https://doi.org/10.4324/9781315617602Daniels, H. (2016). Vygotsky and Pedagogy, Classic Edition. Taylor & Francis.
-
https://doi.org/10.4324/9781315068039Creese, A., Daniels, H., & Norwich, B. (2013). Teacher Support Teams in Primary and Secondary Schools, Resource Materials for Teachers. Taylor & Francis.
-
https://doi.org/10.4324/9780203062449Daniels, H., & Garner, P. (2013). Inclusive Education. Taylor & Francis.
-
Daniels, H., & Gamer, P. (2013). Introduction (pp. 1-10).
-
Daniels, H., & Garner, P. (2013). World Yearbook of Education 1999 Inclusive Education. Routledge.
-
https://doi.org/10.4324/9780203609439-8Daniels, H., & Edwards, A. (2013). Introduction (pp. 1-8).
-
https://doi.org/10.4324/9780203609439Daniels, H., & Edwards, A. (2013). Introduction (pp. 1-8).
-
https://doi.org/10.4324/9780203379417Daniels, H. (2012). Teachers and learners: Introduction (pp. 135-137).
-
https://doi.org/10.4324/9780203112991Vygotsky and Sociology. (2012). Taylor & Francis.
-
https://doi.org/10.4324/9780203378595Knowledge, Values and Educational Policy, A critical perspective. (2012). Taylor & Francis.
-
https://doi.org/10.4324/9780203379417Educational Theories, Cultures and Learning, A critical perspective. (2012). Taylor & Francis.
-
https://doi.org/10.1108/S1479-3636(2012)0000002029Visser, J., Daniels, H., & Cole, T. (2012). Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties (p. i - i-).
-
https://doi.org/10.4324/9780203817698Educating for the Knowledge Economy?, Critical Perspectives. (2012). Taylor & Francis.
-
Daniels, H., & Edwards, A. (2012). Leading for learning. National College for School Leadership.
-
https://doi.org/10.4324/9780203117378Cole, T., Daniels, H., & Visser, J. (2012). Introduction to section III (pp. 133-137).
-
https://doi.org/10.4324/9780203117378Cole, T., Daniels, H., & Visser, J. (2012). Introduction to section III. In Routledge International Companion to Emotional and Behavioural Difficulties (pp. 133-137).
-
Daniels, H. (2011). Vygotsky e a Pesquisa. Edicoes Loyola.
-
Daniels, H., & Hedegaard, M. (2011). Vygotsky and Special Needs Education: Rethinking Support for Children and Schools (pp. 1-230).
-
https://doi.org/10.4324/9780203884058Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J., & Warmington, P. (2009). Improving Inter-professional Collaborations, Multi-Agency Working for Children’s Wellbeing. Taylor & Francis.
-
https://doi.org/10.1017/CBO9780511809989.001Sannino, A., Daniels, H., & Gutiérrez, K. (2009). Editors’ introduction (pp. 9-21).
-
https://doi.org/10.1017/CBO9780511809989Sannino, A., Daniels, H., & Gutiérrez, K. (2009). Learning and expanding with activity theory (pp. 1-367).
-
https://doi.org/10.4324/9780203891797Daniels, H. (2008). Vygotsky and Research. Taylor & Francis.
-
https://doi.org/10.1017/CCOL0521831040Daniels, H., Cole, M., & Wertsch, J. (2007). The Cambridge companion to Vygotsky (pp. 1-462).
-
https://doi.org/10.1017/CCOL0521831040Daniels, H., Cole, M., & Wertsch, J. (2007). The Cambridge companion to Vygotsky. In The Cambridge Companion to Vygotsky (pp. 1-462). Cambridge University Press.
-
Daniels, H. (2006). Vygotsky and Pedagogy (in Japanese). Kansai University Press.
-
Leadbetter, J., Daniels, H., & Stringer, P. (2005). Editorial (pp. 4-5).
-
https://doi.org/10.1016/s1479-3636(01)80002-7Visser, J., Daniels, H., & Cole, T. (2001). Introduction (p. vii - xi).
Book chapters
-
https://doi.org/10.5040/9781350360600.0011Daniels, H. (2024). School Design and the Possibilities for Pedagogy. In Dialectic Special Pedagogy (pp. 101-120). Bloomsbury Academic.
-
https://doi.org/10.1017/9781911623151.008Thompson, I., Tawell, A., & Daniels, H. (2022). School Influences on Attendance and Special Educational Needs. In Mental Health and Attendance at School (pp. 130-144). Cambridge University Press (CUP).
-
https://doi.org/10.1007/978-981-13-6092-3Daniels, H., & Tse, H. (2019). Foreword. In H. Hughes, J. Franz, & J. Willis (Eds.), School spaces for student wellbeing and learning: Insights from research and practice (p. v - ix). Springer.
-
https://doi.org/10.4324/9781315148366-4Daniels, H., TSE, H., Stables, A., & Cox, S. (2018). School design matters. In H. Daniels, H.-M. Tse, A. Stables, & S. Cox (Eds.), Designing Buildings for the Future of Schooling :Contemporary Visions for Education (pp. 41-65). Routledge.
-
https://doi.org/10.1007/978-3-319-78928-6_10Daniels, H., & Downes, E. (2018). A Vygotskian argument for teaching drama in secondary schools. In S. Burgoyne (Ed.), Creativity in Theatre: Theory and Action in Theatre/Drama Education (pp. 153-168). Springer.
-
https://doi.org/10.1007/978-3-319-75732-2_1Kaushik, A., Kumar, A., Bharadwaj, S., Chaudhary, R., & Sahi, S. (2018). Brief introduction (pp. 1-10).
-
https://doi.org/10.1007/978-3-319-97019-6_7Daniels, H., & Tse, H. (2018). Design As a Social Practice. In Making Education: Material School Design and Educational Governance (pp. 137-156). Springer Nature.
-
https://doi.org/10.1007/978-3-319-97019-6_7Daniels, H., & Tse, H. (2018). Design As a Social Practice. In Making Education: Material School Design and Educational Governance (pp. 137-156). Springer Nature.
-
https://doi.org/10.4337/9781783471126.00006Bogg, A., Costello, C., & Davies, A. (2016). Editors’ introduction (pp. 1-18).
-
Daniels, H. (2016). Vygotsky and dialogic pedagogy. In Dialogic pedagogy: The importance of dialogue in teaching and learning (pp. 48-67).
-
Daniels, H. (2016). Applications of sociocultural and activity theory to education. In VYGOTSKY AND PEDAGOGY (pp. 96-130).
-
Daniels, H. (2016). Current approaches to sociocultural and activity theory. In VYGOTSKY AND PEDAGOGY (pp. 69-95).
-
Daniels, H. (2016). Preface to Vygotsky and Pedagogy, Classic Edition. In VYGOTSKY AND PEDAGOGY (p. IX - XI).
-
Daniels, H. (2016). Pedagogy and mediation. In VYGOTSKY AND PEDAGOGY (pp. 1-29).
-
Daniels, H. (2016). The institutional level of regulation and analysis. In VYGOTSKY AND PEDAGOGY (pp. 131-175).
-
Daniels, H. (2016). Vygotskian theory and education. In VYGOTSKY AND PEDAGOGY (pp. 30-68).
-
https://doi.org/10.4324/9781315724874Guigon, G., & Rodriguez-Pereyra, G. (2015). Introduction (pp. 1-16).
-
https://ora.ox.ac.uk/objects/uuid:5e43c7e3-20f9-4e09-8b09-22ae6d81ab25Daniels, H., & Downes, E. (2015). Identity and Creativity: The Transformative Potential of Drama. In S. Davis, B. Ferholt, H. Grainger Clemson, S.-M. Jansson, & A. Marjanovic-Shane (Eds.), Dramatic Interactions in Education Vygotskian and Sociocultural Approaches to Drama, Education and ResearchDramatic Interactions in Education Vygotskian and Sociocultural Approaches to Drama, Education and Research. Bloomsbury Publishing.
-
Daniels, H. (2015). Professional learning in interagency workplaces. In B. Selau & R. Castro (Eds.), Cultural-historical approach: educational research in different contexts (pp. 258-300). EDIPUCRS.
-
https://doi.org/10.1007/978-3-319-18765-5_2Daniels, H. (2015). Boundaries within and between contexts. In Cultural Psychology of Education (pp. 11-27).
-
https://doi.org/10.1007/978-3-319-18765-5_2Daniels, H. (2015). Boundaries within and between contexts. In Cultural Psychology of Education (pp. 11-27). Springer Nature.
-
https://doi.org/10.1177/016146811411601409Daniels, H. (2014). Learning Contexts for Children and Young People with Learning Differences (pp. 515-534). SAGE Publications.
-
Stables, A., Learoyd-Smith, S., Daniels, H., & Tse, H. (2014). SCHOOLS AND SCHOOLING AS SEMIOTIC ENGAGEMENT: A Focus on Design. In Educational Futures (pp. 35-50).
-
Daniels, H. (2014). Vygotsky and the Education of Children with Severe Learning Difficulties. In B. Johnsen (Ed.), Theory and Methodology in International Comparative Classroom Studies (pp. 59-68). Cappelen Damm Akademisk.
-
Daniels, H. (2014). Situating Pedagogy: Moving beyond an Interactional Account. In B. Johnsen (Ed.), Theory and Methodology in International Comparative Classroom Studies (pp. 119-132). Cappelen Damm Akademisk.
-
Daniels, H. (2014). Collaboration between Staff. In Educational Path in Design in Higher Education Institutions. Ministry of Education and Science Russian Federation North-Caucasus Federal University (NCFU).
-
Daniels, H., & Learoyd-Smith, S. (2014). Social Contexts, Cultures and Environments. In P. Garner, J. Kauffman, & J. Elliott (Eds.), The Sage Handbook of Emotional and Behavioural Difficulties. SAGE.
-
https://doi.org/10.1007/978-981-4560-17-7_8Daniels, H., & Edwards, A. (2014). School Leaders and Learning Cultures in School: The Case for Intelligent Leadership. In Adaptivity as a Transformative Disposition (pp. 109-119). Springer Nature.
-
Eddy Spicer, D., & Daniels, H. (2014). Living and working within the institution of schooling: Authority as pedagogy of the everyday. In Y. Omi, L. Rodriguez, M. Peralta, & J. Valsiner (Eds.), Lives and relationships: Culture in transitions between social roles. Information Age Publishing.
-
https://doi.org/10.4324/9781315833439Hill, M., Head, S., Lockyer, A., Reid, B., & Taylor, R. (2013). Children’s Services. Routledge.
-
https://doi.org/10.4324/9780203590737Farnsworth, V., & Solomon, Y. (Eds.). (2013). Reframing Educational Research. Routledge.
-
https://doi.org/10.4324/9780203077351-10Daniels, H., & Johnson, P. (2013). Researching Technologies for Enhancing Collective Creativity in Interagency Working. In Learning and Collective Creativity Activity Theoretical and Sociocultural Studies (pp. 132-157).
-
https://doi.org/10.4324/9780203609439-14Daniels, H. (2013). Implicit or invisible mediation in the development of interagency work. In Activity Theory in Practice: Promoting Learning Across Boundaries and Agencies (pp. 105-125).
-
https://doi.org/10.4324/9780203064153-16Creese, A., Norwich, B., & Daniels, H. (2013). Evaluating Teacher Support Teams in secondary schools: Supporting teachers for SEN and other needs. In Addressing Pupil S Behaviour Responses at District School and Individual Levels (pp. 126-143).
-
Daniels, H. (2013). Special educational needs in a broader context. In Inclusive Education: Practice, Study, Methodology (pp. 679-683). Moscow State University of Psychology and Pedagogy.
-
https://doi.org/10.4324/9780203609439Daniels, H. (2013). Implicit or invisible mediation in the development of interagency work. In Activity Theory in Practice Promoting Learning Across Boundaries and Agencies (pp. 105-125).
-
https://doi.org/10.4324/9780203077351Edwards, A., & Thompson, M. (2013). Resourceful leadership: Revealing the creativity of organizational leaders. In Learning and Collective Creativity Activity Theoretical and Sociocultural Studies (pp. 99-115). Routledge.
-
https://doi.org/10.4324/9780203609439Edwards, A., & Kinti, I. (2013). Working relationally at organisational boundaries: Negotiating expertise and identity. In Activity Theory in Practice Promoting Learning Across Boundaries and Agencies (pp. 126-139). Taylor & Francis.
-
https://doi.org/10.1080/13632752.2012.709798Daniels, H. (2012). Introduction (pp. 221 - 221).
-
https://doi.org/10.1093/oxfordhb/9780195396430.013.0040Daniels, H. (2012). The Interface between the Sociology of Practice and the Analysis of Talk in the Study of Change in Educational Settings. In Oxford Handbook of Culture and Psychology.
-
https://doi.org/10.4324/9780203121672-18Daniels, H., & Porter, J. (2012). Learning needs and difficulties among children of primary school age: Definition, identification, provision and issues. In The Cambridge Primary Review Research Surveys (pp. 217-240).
-
https://doi.org/10.4324/9780203817698-12Daniels, H. (2012). Learning and contradiction across boundaries. In Educating for the Knowledge Economy Critical Perspectives (pp. 77-93).
-
https://doi.org/10.4324/9780203817698-7Lauder, H., Young, M., Daniels, H., Balarin, M., & Lowe, J. (2012). Introduction: Educating for the knowledge economy? critical perspectives. In Educating for the Knowledge Economy?: Critical Perspectives (pp. 1-24).
-
Daniels, H. (2012). Vygotsky and Bernstein. In Vygotsky and Sociology (pp. 44-60).
-
https://doi.org/10.4324/9780203121672Daniels, H., & Porter, J. (2012). Learning needs and difficulties among children of primary school age: Definition, identification, provision and issues. In Cambridge Primary Review Research Surveys (pp. 217-240).
-
https://doi.org/10.4324/9780203117378Cole, T., Daniels, H., & Visser, J. (2012). Introduction: Dilemmas and scope of the companion. In Routledge International Companion to Emotional and Behavioural Difficulties (pp. 1-8).
-
Daniels, H. (2011). The ’social’ in post-Vygotskian theory. In D. Wyse (Ed.), Literacy Teaching and Education. SAGE Publications Limited.
-
https://doi.org/10.1017/cbo9781139049474.015Daniels, H. (2011). Changing Situations and Motives. In Motives in Children’s Development (pp. 191-208). Cambridge University Press (CUP).
-
https://doi.org/10.1177/1354067x11408137Daniels, H. (2011). Analysing trajectories of professional learning in changing workplaces (pp. 359-377). SAGE Publications.
-
Middleton, D., Daniels, H., Brown, S., Edwards, A., Leadbetter, J., & Warmington, P. (2011). Making the Difference in Interagency Working: analytic challenges in studying professional learning in communicating what matters. In C. Candlin & S. Sarangi (Eds.), Handbook of Communication in Organisations and Professions. Walter de Gruyter.
-
Daniels, H. (2011). Support for Children and Schools through Cultural Intervention. In Vygotsky and Special Needs Education: Rethinking Support for Children and Schools (pp. 153-172).
-
Visser, J., Cole, T., & Daniels, H. (2010). Inclusion for the difficult to include. In Equality, Participation and Inclusion 2: Diverse Contexts (pp. 43-52).
-
Daniels, H. (2010). Subject position and discourse in Activity Theory. In Knowledge Pedagogy and Society International Perspectives on Basil Bernstein S Sociology of Education (pp. 62-76).
-
Daniels, H. (2010). An Approach to Notions of Subject Position and Discourse in Activity Theory. In C. Kanes (Ed.), Elaborating Professionalism Studies in Practice and Theory (pp. 167-182). Springer Science & Business Media.
-
https://doi.org/10.1002/9781444325485.ch26Daniels, H. (2010). Vygotsky and Psychology. In The Wiley‐Blackwell Handbook of Childhood Cognitive Development (pp. 673-696). Wiley.
-
Porter, J., & Daniels, H. (2010). Using non-directive research methods to explore the barriers and supports to learning. In Contemporary Issues in Intellectual Disabilities (pp. 191-196).
-
Daniels, H. (2010). Analysing communicative action in institutions as it brings about change: where the cultural historical shapes the interactional. In K. Yamazumi (Ed.), Activity Theory and Fostering Learning Developmental Interventions in Education and Work (pp. 29-61). Kansai University Press.
-
Daniels, H. (2010). Subject Position and Identity in Changing Workplaces. In P. Singh, A. Sadovnik, & S. Semel (Eds.), Toolkits, Translation Devices and Conceptual Accounts Essays on Basil Bernstein’s Sociology of Knowledge (pp. 103-120). Peter Lang.
-
Daniels, H. (2010). Using and developing Activity Theory: Subject Position and Discourse in Multi-agency Settings. In P. Aunio, M. Jahnukainen, M. Kalland, & J. Silvonen (Eds.), Piaget is dead, Vygotsky is still alive or? Finnish Educational Research Association.
-
https://doi.org/10.1017/cbo9780511809989.002Sannino, A., Daniels, H., & Gutiérrez, K. (2009). Activity Theory Between Historical Engagement and Future-Making Practice. In Learning and Expanding with Activity Theory (pp. 1-16). Cambridge University Press (CUP).
-
Daniels, H. (2009). Discourse and Pedagogic Change. In R. Moore, M. Arnot, J. Beck, & H. Daniels (Eds.), Knowledge, Power and Educational Reform Applying the Sociology of Basil Bernstein. Taylor & Francis US.
-
Daniels, H., & Edwards, A. (2009). De positie van het subject in de activiteit: een studie in activiteitstheoretisch perspectief. In B. van Oers, Y. Leeman, & M. Volman (Eds.), Burgerschapsvorming en identiteitsontwikkeling een bijdrage aan pedagogische kwaliteit in het onderwijs [Civic Education and Identity formation] (pp. 147-158). Uitgeverij Van Gorcum.
-
Warmington, P., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Brown, S., Popova, A., & Apostolov, A. (2009). Learning leadership in multiagency work. In J. Forbes & C. Watson (Eds.), Service Integration in Schools. Sense Pub.
-
Daniels, H., Leadbetter, J., Soares, A., & MacNab, N. (2009). Learning in and for cross school working. In B. Siebert (Ed.), Integrative Pädagogik und die kulturhistorische Theorie. Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften.
-
https://doi.org/10.4324/9780203891476Daniels, H. (2008). Vygotsky and inclusion. In Psychology for Inclusive Education New Directions in Theory and Practice (pp. 24-37).
-
https://doi.org/10.1201/9781420067019.ch12Daniels, H. (2008). Discourse in Activity. In Ergonomics and Psychology (pp. 247-266). Taylor & Francis.
-
https://doi.org/10.1017/cbo9780511499937.006Daniels, H. (2008). Reflections on Points of Departure in the Development of Sociocultural and Activity Theory. In The Transformation of Learning (pp. 58-75). Cambridge University Press (CUP).
-
https://doi.org/10.1163/9789087905880-011Warmington, P., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Brown, S., Popova, A., & Apostolov, A. (2008). LEARNING LEADERSHIP IN MULTIAGENCYWORK FOR INTEGRATING SERVICES INTO SCHOOLS. In Service Integration in Schools: Research and Policy Discourses, Practices and Future Prospects (pp. 97-107).
-
Daniels, H. (2008). Positionnement du sujet et discourse dans la theorie de l’activite. In D. Frandji & P. Vitale (Eds.), Actualité de Basil Bernstein Savoir, pédagogie et société. Presses Universitaires de Rennes.
-
https://doi.org/10.1017/ccol0521831040.013Daniels, H. (2007). Pedagogy. In The Cambridge Companion to Vygotsky (pp. 307-331). Cambridge University Press (CUP).
-
https://doi.org/10.1017/CCOL0521831040.001Daniels, H., Cole, M., & Wertsch, J. (2007). Editors’ introduction (pp. 1-17).
-
Daniels, H., & Porter, J. (2007). Self Assessment as Preparation for Participation. In A. Lascioli (Ed.), Pedagogia speciale in Europa problematiche e stato della ricerca. FrancoAngeli.
-
https://doi.org/10.4324/9780203965047Daniels, H. (2006). Activity, discourse and pedagogic change. In Knowledge Power and Educational Reform Applying the Sociology of Basil Bernstein (pp. 163-178).
-
https://doi.org/10.4324/9780203965047Daniels, H. (2006). Activity, discourse and pedagogic change. In Knowledge Power and Educational Reform Applying the Sociology of Basil Bernstein (pp. 163-178). Taylor & Francis.
-
Daniels, H. (2006). Learning in and for cross school working. In K. Yamazumi (Ed.), Building Activity Theory in Practice: toward the next generation. Kansai University Press.
-
https://doi.org/10.4324/9780203461877Daniels, H., Creese, A., Hey, V., & Leonard, D. (2004). Gendered learning identity in two modalities of pedagogic discourse. In Reading Bernstein Researching Bernstein (pp. 123-136).
Conference papers
-
Tawell, A., Thompson, I., Daniels, H., & Rubtsova, O. (2016). Being Other: Transforming the social situation of development through drama. The Materials of the International Symposium "Scientific School of Vygotsky: Traditions & Innovations" 27-28th June 2016, Moscow. Moscow State University of Psychology & Education, 324-330.
-
Daniels, H., & Porter, J. (2006). Self Assessment as Preparation for Participation. In A. Lascioloi & M. Onder (Eds.), Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education. Libreria Editrice Universitaria Verona.
Journal articles
-
https://doi.org/10.1080/13632752.2026.2694943Daniels, H. (2026). Editorial. Emotional and Behavioural Difficulties, ahead-of-print(ahead-of-print), 1-3.
-
https://doi.org/10.1080/13632752.2026.2666001Daniels, H. (2026). Editorial. Emotional and Behavioural Difficulties, 31(2), 111-113.
-
https://doi.org/10.1080/13632752.2025.2606232Daniels, H. (2026). Editorial for issue 31(01). Emotional and Behavioural Difficulties, 31(1), 1-3.
-
https://doi.org/10.1080/13632752.2025.2588531Daniels, H. (2025). Editorial. Emotional and Behavioural Difficulties, 30(4), 213-215.
-
https://doi.org/10.1177/01614681251369979Thompson, I., & Daniels, H. (2025). From locked down to shut out: school exclusion patterns pre- and post-COVID-19 England. Teachers College Record.
-
https://doi.org/10.1080/13632752.2025.2541122Daniels, H. (2025). Editorial for issue 30 3. Emotional and Behavioural Difficulties, ahead-of-print(ahead-of-print), 1-3.
-
https://doi.org/10.1080/00131911.2025.2520993Sinclair, I., Luke, N., & Daniels, H. (2025). Special schools, alternative provision, and the educational attainment of children with special educational needs in England. Educational Review, ahead-of-print(ahead-of-print), 1-21.
-
https://doi.org/10.1080/13632752.2025.2523727Duffy, G., Bridgeman, J., Froustis, E., Taylor, A., & Daniels, H. (2025). Young peoples’ experiences of exclusion from school in the political economies of the four UK jurisdictions. Emotional and Behavioural Difficulties, ahead-of-print(ahead-of-print), 1-15.
-
https://doi.org/10.1080/13632752.2025.2514912Daniels, H. (2025). Editorial and introduction. Emotional and Behavioural Difficulties, ahead-of-print(ahead-of-print), 1-2.
-
https://doi.org/10.1108/S1479-3636(2012)0000002003Visser, J., Daniels, H., & Cole, T. (2025). Introduction. International Perspectives on Inclusive Education, xi - xvii.
-
https://doi.org/10.1080/03054985.2024.2398885Daniels, H., & Thompson, I. (2024). Excluded lives: a ‘home-international’ comparison of school exclusion. Oxford Review of Education, 50(6), 749-759.
-
https://doi.org/10.1080/13632752.2024.2434981Daniels, H. (2024). Editorial. Emotional and Behavioural Difficulties, 29(3-4), 109-110.
-
https://doi.org/10.1080/13603116.2024.2368685Ydesen, C., & Daniels, H. (2024). Inclusive education in complex landscapes of stakeholders, agendas and priorities. International Journal of Inclusive Education, ahead-of-print(ahead-of-print), 1-8.
-
https://doi.org/10.1080/03055698.2021.1944063Porter, J., McDermott, T., Daniels, H., & Ingram, J. (2024). Feeling Part of the School and Feeling Safe: Further Development of a Tool for Investigating School Belonging. Educational Studies, 50(3), 382-398.
-
https://doi.org/10.1080/13632752.2024.2372521Daniels, H. (2024). Editorial. Emotional and Behavioural Difficulties, 29(1-2), 1-3.
-
https://doi.org/10.1111/bjep.12656Obsuth, I., Madia, J., Thompson, I., Murray, A., & Daniels, H. (2023). The impact of school exclusion in childhood on health and well-being outcomes in adulthood: estimating causal effects using inverse probability of treatment weighting. British Journal of Educational Psychology, 94(2), 460-473.
-
https://doi.org/10.1080/13603116.2023.2274110Daniels, H., Thompson, I., & Emery, H. (2023). Difference and school exclusion in a time of COVID-19. International Journal of Inclusive Education.
-
https://doi.org/10.1080/13632752.2023.2329434Daniels, H. (2023). Editorial. Emotional and Behavioural Difficulties, 28(4), 217-218.
-
https://doi.org/10.1080/13632752.2023.2259207Daniels, H. (2023). Editorial. Emotional and Behavioural Difficulties, 28(2-3), 99-100.
-
https://doi.org/10.1080/13632752.2023.2220172Daniels, H. (2023). Editorial. Emotional and Behavioural Difficulties, 28(1), 1-2.
-
https://doi.org/10.1080/13632752.2023.2194130Daniels, H. (2022). Editorial. Emotional and Behavioural Difficulties, 27(4), 265-266.
-
https://doi.org/10.3389/feduc.2022.929912Daniels, H., Porter, J., & Thompson, I. (2022). What Counts as Evidence in the Understanding of School Exclusion in England? FRONTIERS IN EDUCATION, 7.
-
https://doi.org/10.3389/feduc.2022.929912Daniels, H., Porter, J., & Thompson, I. (2022). What Counts as Evidence in the Understanding of School Exclusion in England? FRONTIERS IN EDUCATION, 7.
-
https://doi.org/10.1080/13632752.2022.2139266Daniels, H. (2022). Introduction. Emotional and Behavioural Difficulties, 27(2), 103-104.
-
https://doi.org/10.1177/14749041221080892Daniels, H., Thompson, I., Tse, H., & Porter, J. (2022). Learning lessons from the collaborative design of guidance for new build schools. European Educational Research Journal, 21(4), 585-601.
-
https://doi.org/10.1111/bjep.12487Madia, J., Obsuth, I., Thompson, I., Daniels, H., & Murray, A. (2022). Long-term labour market and economic consequences of school exclusions in England: evidence from two counterfactual approaches. British Journal of Educational Psychology, 92, 801-816.
-
https://doi.org/10.1080/13632752.2022.2085481Daniels, H. (2022). Editorial. Emotional and Behavioural Difficulties, 27(1), 1-2.
-
https://doi.org/10.1080/13632752.2021.2009495Daniels, H. (2021). Editorial. Emotional and Behavioural Difficulties, 26(4), 339-340.
-
https://doi.org/10.1080/13632752.2021.1903172Thompson, I., Tawell, A., & Daniels, H. (2021). Excluded lives special issue. Emotional and Behavioural Difficulties, 26(1), 1-2.
-
https://doi.org/10.1080/13632752.2021.1949881Daniels, H. (2021). Editorial. Emotional and Behavioural Difficulties, 26(2), 117-118.
-
https://doi.org/10.1080/13632752.2021.1898769Thompson, I., Tawell, A., & Daniels, H. (2021). Conflicts in professional concern and the exclusion of pupils with SEMH in England. Emotional and Behavioural Difficulties, 26(1), 31-45.
-
https://doi.org/10.1117/1.jbo.26.3.033701Yatagai, T., Matoba, O., Aizu, Y., Awatsuji, Y., & Luo, Y. (2021). Special Section Guest Editorial: Special series guest editorial: Biomedical Imaging and Sensing III. Journal of Biomedical Optics, 26(03), 223-224.
-
https://doi.org/10.1080/01425692.2020.1852070Daniels, H., & Tse, H. (2020). Bernstein and Vygotsky: how the outside comes in and the inside goes out. British Journal of Sociology of Education, 42(1), 1-14.
-
https://doi.org/10.1080/08856257.2020.1823164McDermott, T., Porter, J., Ingram, J., & Daniels, H. (2020). The development of a tool for investigating the barriers and supports to participation in school life and feelings of belonging: part 1. European Journal of Special Needs Education, 36(5), 787-802.
-
https://doi.org/10.1080/13632752.2020.1868806Daniels, H. (2020). Editorial for volume 25 issue 3-4. Emotional and Behavioural Difficulties, 25(3-4), 199-200.
-
https://doi.org/10.1080/13632752.2020.1778255Daniels, H. (2020). Editorial. Emotional and Behavioural Difficulties, 25(2), 109-110.
-
https://doi.org/10.1080/13632752.2020.1726603Daniels, H. (2020). Editorial. Emotional and Behavioural Difficulties, 25(1), 1-2.
-
https://doi.org/10.1016/j.ijer.2019.101517Ortega, L., Boda, Z., Thompson, I., & Daniels, H. (2019). Understanding the structure of school staff advice relations: an inferential social network perspective. International Journal of Educational Research, 99.
-
https://doi.org/10.1108/JEA-12-2018-0236Ortega, L., Thompson, I., & Daniels, H. (2019). School staff advice-seeking patterns regarding support for vulnerable students. Journal of Educational Administration, 58(2), 151-170.
-
https://doi.org/10.30827/publicaciones.v49i3.11402Daniels, H., Thompson, I., & Tawell, A. (2019). Practices of exclusion in cultures of inclusive schooling in the United Kingdom. Revista Publicaciones, 49(3), 23-36.
-
https://doi.org/10.1002/berj.3555McCluskey, G., Cole, T., Daniels, H., Thompson, I., & Tawell, A. (2019). Exclusion from school in Scotland and across the UK: Contrasts and questions. British Educational Research Journal, 45(6), 1140-1159.
-
https://doi.org/10.1080/13632752.2019.1628340Cole, T., McCluskey, G., Daniels, H., Thompson, I., & Tawell, A. (2019). Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience. Emotional and Behavioural Difficulties, 24(4), 374-390.
-
https://doi.org/10.1080/01425692.2019.1601546Daniels, H., Tse, H., Ortega, L., Stables, A., & Cox, S. (2019). Changing schools: A study of primary secondary transfer using Vygotsky and Bernstein. British Journal of Sociology of Education, 40(7), 901-921.
-
https://doi.org/10.3389/feduc.2019.00036Daniels, H., Thompson, I., & Tawell, A. (2019). After Warnock: the effects of perverse incentives in policies in England for students with Special Educational Needs. Frontiers in Education, 4.
-
https://doi.org/10.1177/1363460718780865van Der Riet, M., Sofika, D., Akhurst, J., & Daniels, H. (2018). Young people’s investments in sexual relationships: a different prioritization of self in the negotiation of safe sex practices in South Africa. Sexualities, 22(7-8), 1035-1052.
-
https://doi.org/10.17759/chp.2018140405Perret-Clermont, A., Wertsch, J., Francis, D., Dafermos, M., Daniels, H., Veresov, N., Vasilev, V., Levterova, D., & Veggetti, S. (2018). Greetings from Our Foreign Colleagues. Cultural-Historical Psychology, 14(4), 30-40.
-
https://doi.org/10.1080/0305764x.2018.1503643Daniels, H., Tse, H., Stables, A., & Cox, S. (2018). Design as a social practice: the experience of new-build schools. Cambridge Journal of Education, 49(2), 215-233.
-
https://doi.org/10.1080/02607476.2018.1422610Castro-Félix, E., & Daniels, H. (2018). The social construction of a Teacher Support Team: An experience of university lecturers’ professional development in STEM. Journal of Education for Teaching, 44(1), 14-26.
-
https://doi.org/10.17759/chp.2018140303Daniels, H. (2018). The Natural, the Artificial and Human Sciences. Cultural-Historical Psychology, 14(3), 31-35.
-
https://doi.org/10.17759/chp.2018140304Daniels, H. (2018). Vygotsky: between socio-cultural relativism and historical materialism. From a psychological to a pedagogical perspective. Cultural-Historical Psychology, 14(3), 36-42.
-
https://doi.org/10.1080/03054985.2017.1360176Daniels, H., Tse, H., Stables, A., & Cox, S. (2017). Design as a social practice: The design of new build schools. Oxford Review of Education, 43(6), 767-787.
-
https://doi.org/10.15210/caduc.v0i56.11780Daniels, D., Tse, H., Stables, A., & Cox, S. (2017). Design as a social practice: The experience of new build schools. Cadernos de Educação, 56.
-
https://doi.org/10.5612/slavicreview.75.2.504Daniels, H. (2017). Book Review: Vygotsky and Bernstein in the Light of Jewish Tradition. By Antonella Castelnuovo and Bella Kotok-Friedgut. Slavic Review, 75(02), 504-505.
-
https://doi.org/10.15448/1981-2582.2016.s.24319Daniels, H. (2016). An activity theory analysis of learning in and for inter-school work. Educação, 39, s24 - s31.
-
https://doi.org/10.17759/chp.2016120302Daniels, H. (2016). Applying activity theory in multiagency settings. Cultural-Historical Psychology, 12(3), 15-26.
-
https://doi.org/10.6018/rie.34.2.252801Daniels, H. (2016). Learning in cultures of social interaction. Revista de Investigación Educativa.
-
Daniels, H. (2016). Vygotsky and Bernstein in the Light of Jewish Tradition. SLAVIC REVIEW, 2.
-
https://doi.org/10.17759/chp.2016120310Rubtsova, O., & Daniels, H. (2016). The concept of drama in Vygotsky’s Theory: application in research. Cultural-Historical Psychology, 12(3), 189-207.
-
https://doi.org/10.1080/01425692.2015.1043185Daniels, H., MacLure, M., & Youdell, D. (2015). Psychopathology at school: theorizing mental disorders in school. British Journal of Sociology of Education, 36(5), 785-797.
-
https://doi.org/10.1080/17508975.2014.927349Tse, H., Learoyd-Smith, S., Stables, A., & Daniels, H. (2015). Continuity and conflict in school design: a case study from Building Schools for the Future. Intelligent Buildings International, 7(2-3), 64-82.
-
https://doi.org/10.1177/0952695114559994Daniels, H. (2015). Mediation: An expansion of the socio-cultural gaze. History of the Human Sciences, 28(2), 34-50.
-
https://doi.org/10.1016/s0924-9338(15)30152-8Stallard, P., Skryabina, E., Taylor, G., Phillips, R., Daniels, H., Anderson, R., & Simpson, N. (2015). Can School-based CBT Programmes Reduce Anxiety in Children? Results From the Preventing Anxiety in Children Through Education in Schools (PACES) Randomised Controlled Trial. European Psychiatry, 30, 190 - 190.
-
https://doi.org/10.1186/1745-6215-15-77Stallard, P., Taylor, G., Anderson, R., Daniels, H., Simpson, N., Phillips, R., & Skryabina, E. (2014). The prevention of anxiety in children through school-based interventions: study protocol for a 24-month follow-up of the PACES project. Trials, 15(1), 77 - 77.
-
https://doi.org/10.1016/s2215-0366(14)70244-5Stallard, P., Skryabina, E., Taylor, G., Phillips, R., Daniels, H., Anderson, R., & Simpson, N. (2014). Classroom-based cognitive behaviour therapy (FRIENDS): a cluster randomised controlled trial to Prevent Anxiety in Children through Education in Schools (PACES). The Lancet Psychiatry, 1(3), 185-192.
-
https://doi.org/10.1080/13632752.2014.936150Daniels, H. (2014). The practices of dealing with children in need of special support: a Nordic perspective. Emotional and Behavioural Difficulties, 19(3), 245-245.
-
https://doi.org/10.1080/1350293x.2014.883720Georgeson, J., Porter, J., Daniels, H., & Feiler, A. (2014). Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22(2), 198-212.
-
https://doi.org/10.1080/13632752.2014.876216Daniels, H. (2014). Introduction. Emotional and Behavioural Difficulties, 19(1), 1-1.
-
Daniels, H., Lauder, H., Lessa, A., Rubstov, V., Margolis, A., Shvedovskaya, A., & Hardman, J. (2014). An Outline of Relationships between Economic Growth, Education and Well-being. Вопросы психологии Voprosy Psykhologii, 6, 25-33.
-
https://doi.org/10.17759/jmfpDaniels, H., & Downes, E. (2014). Identity and creativity: The transformative potential of drama lessons. Journal of Modern Foreign Psychology, 2, 41-71.
-
https://doi.org/10.1080/02671522.2011.629734Meier, G., & Daniels, H. (2013). ‘Just not being able to make friends’: social interaction during the year abroad in modern foreign language degrees. Research Papers in Education, 28(2), 212-238.
-
https://doi.org/10.1080/08856257.2012.742747Porter, J., Georgeson, J., Daniels, H., Martin, S., & Feiler, A. (2013). Reasonable adjustments for disabled pupils: what support do parents want for their child? European Journal of Special Needs Education, 28(1), 1-18.
-
Daniels, H., & Garner, P. (2013). Introduction. World Yearbook of Education 1999 Inclusive Education, 1-10.
-
https://doi.org/10.1186/1745-6215-13-227Stallard, P., Taylor, G., Anderson, R., Daniels, H., Simpson, N., Phillips, R., & Skryabina, E. (2012). School-based intervention to reduce anxiety in children: study protocol for a randomized controlled trial (PACES). Trials, 13(1), 227 - 227.
-
https://doi.org/10.1016/j.lcsi.2012.02.001Daniels, H. (2012). Institutional culture, social interaction and learning. Learning Culture and Social Interaction, 1(1), 2-11.
-
https://doi.org/10.1016/j.lcsi.2012.05.002Daniels, H., Edwards, A., Mercer, N., & Saljo, R. (2012). Editorial. LEARNING CULTURE AND SOCIAL INTERACTION, 1(1), 1-1.
-
https://doi.org/10.1080/00131911.2011.571766Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A., & Georgeson, J. (2012). Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64(1), 77-98.
-
https://doi.org/10.1080/13639080.2012.644904Edwards, A., & Daniels, H. (2012). The knowledge that matters in professional practices. Journal of Education and Work, 25(1), 39-58.
-
https://doi.org/10.1111/j.1471-3802.2011.01199.xFeiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J., & Martin, S. (2012). The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12(1), 22-27.
-
https://doi.org/10.1080/02671520903281625Porter, J., Daniels, H., Feiler, A., & Georgeson, J. (2011). Collecting disability data from parents. Research Papers in Education, 26(4), 427-443.
-
https://doi.org/10.1111/j.1467-8578.2011.00509.xPorter, J., Daniels, H., Feiler, A., & Georgeson, J. (2011). Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education, 38(3), 120-125.
-
Hedegaard, M., & Daniels, H. (2011). Introduction. Vygotsky and Special Needs Education: Rethinking Support for Children and Schools, 1-8.
-
Daniels, H. (2011). Exclusion from school and Its consequences. Psychological Science and Education, 16(1), 38 - 38.
-
https://doi.org/10.1016/j.ijer.2011.04.008Daniels, H. (2011). The shaping of communication across boundaries. International Journal of Educational Research, 50(1), 40-47.
-
http://psyjournals.ru/en/articles/d40549.shtmlDaniels, H. (2011). Exclusion from School and Its Consequences // Психологическая наука и образование. Psychological Science and Education, 1, 38-50.
-
https://doi.org/10.1080/01425692.2010.484916Daniels, H. (2010). The mutual shaping of human action and institutional settings: a study of the transformation of children’s services and professional work. British Journal of Sociology of Education, 31(4), 377-393.
-
https://doi.org/10.1080/08856251003658652Daniels, H., & Cole, T. (2010). Exclusion from school: short‐term setback or a long term of difficulties? European Journal of Special Needs Education, 25(2), 115-130.
-
http://psyjournals.ru/en/kip/2010/n2/Daniels.shtmlDaniels, H. (2010). Motives, emotion and change. Cultural-Historical Psychology, 24-33.
-
https://doi.org/10.1080/15544800903406282Daniels, H. (2009). Situating pedagogy: moving beyond an interactional account. Pedagogies An International Journal, 5(1), 27-36.
-
https://doi.org/10.1108/17465680910932478Brown, S., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Warmington, P., Apostolov, A., & Popova, A. (2009). Imaginary epistemic objects in integrated children’s services. Society and Business Review, 4(1), 58-68.
-
https://doi.org/10.1111/j.1467-8578.2008.00395.xMacnab, N., Visser, J., & Daniels, H. (2008). Provision in further education colleges for 14- to 16-year-olds with social, emotional and behavioural difficulties. British Journal of Special Education, 35(4), 241-246.
-
https://doi.org/10.1111/j.1468-3148.2007.00361.xParsons, S., Daniels, H., Porter, J., & Robertson, C. (2008). Resources, Staff Beliefs and Organizational Culture: Factors in the Use of Information and Communication Technology for Adults with Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities, 21(1), 19-33.
-
Daniels, H. (2008). Vygotsky og inkludering. Spesialpedagogikk, 4, 4-14.
-
https://doi.org/10.1111/j.1471-3802.2007.00091.xMacnab, N., Visser, J., & Daniels, H. (2007). Desperately seeking data: methodological complications in researching ‘hard to find’ young people. Journal of Research in Special Educational Needs, 7(3), 142-148.
-
https://doi.org/10.1080/03054980701450811Daniels, H., Leadbetter, J., Warmington, P., Edwards, A., Martin, D., Popova, A., Apostolov, A., Middleton, D., & Brown, S. (2007). Learning in and for multi‐agency working. Oxford Review of Education, 33(4), 521-538.
-
https://doi.org/10.1108/13665620710777110Daniels, H., & Warmington, P. (2007). Analysing third generation activity systems: labour‐power, subject position and personal transformation. Journal of Workplace Learning, 19(6), 377-391.
-
https://doi.org/10.1016/j.clon.2007.02.005James, N., Daniels, H., Rahman, R., McConkey, C., Derry, J., & Young, A. (2007). A Study of Information Seeking by Cancer Patients and their Carers. Clinical Oncology, 19(5), 356-362.
-
https://doi.org/10.1080/03054980701259469Daniels, H., Leadbetter, J., Soares, A., & MacNab, N. (2007). Learning in and for cross‐school working. Oxford Review of Education, 33(2), 125-142.
-
https://doi.org/10.1080/10749030701307846Daniels, H., James, N., Rahman, R., Young, A., Derry, J., & McConkey, C. (2007). Learning About Cancer. Mind Culture and Activity, 14(1-2), 128-141.
-
https://doi.org/10.1080/00131880701200815Leadbetter, J., Daniels, H., Edwards, A., Martin, D., Middleton, D., Popova, A., Warmington, P., Apostolov, A., & Brown, S. (2007). Professional learning within multi-agency children’s services: researching into practice. Educational Research, 49(1), 83-98.
-
https://doi.org/10.1016/j.ijer.2007.07.009Daniels, H. (2007). Discourse and identity in Cultural–Historical Activity Theory: A response. International Journal of Educational Research, 46(1-2), 94-99.
-
http://psyjournals.ru/en/kip/2007/n2/Daniels_et_al.shtmlDaniels, H., Leadbetter, J., Soares, A., & MacNab, N. (2007). Promoting Creativity within and across schools: An application of Activity Theory. Cultural-Historical Psychology, 2, 21-32.
-
https://doi.org/10.1174/113564007782194453Daniels, H. (2007). La formación de equipos interagenciales: un estudio de aprendizaje innovador. Culture and Education, 19(3), 295-309.
-
https://doi.org/10.1080/13632750600619273Daniels, H. (2006). Rethinking intervention: changing the cultures of schooling. Emotional and Behavioural Difficulties, 11(2), 105-120.
-
https://doi.org/10.1111/j.1467-8578.2006.00405.xDaniels, H. (2006). The dangers of corruption in special needs education. British Journal of Special Education, 33(1), 4-9.
-
https://doi.org/10.1177/0959354306060107Daniels, H. (2006). The ‘Social’ in Post-Vygotskian Theory. Theory & Psychology, 16(1), 37-49.
-
https://doi.org/10.1111/j.1467-8535.2005.00516.xParsons, S., Daniels, H., Porter, J., & Robertson, C. (2006). The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37(1), 31-44.
-
http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/2091Daniels, H. (2006). Analysing institutional effects in Activity Theory: First steps in the development of a language of description. Outlines: Critical Social Studies, 8(2), 43-58.
-
Daniels, H. (2006). Învăţământul special în perspectiva drepturilor omului: organizarea unei pedagogii a schimbării [Special Education from Human Rights Perspective. Organizing a Pedagogy of Transformation]. Educaţia, 22(2), 308-316.
-
https://doi.org/10.1179/096979506799103587Parsons, S., Daniels, H., Porter, J., & Robertson, C. (2006). Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. British Journal of Developmental Disabilities, 52(2), 117-132.
-
https://doi.org/10.1179/096979506799103587Parsons, S., Daniels, H., Porter, J., & Robertson, C. (2006). Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. British Journal of Developmental Disabilities, 52(2), 117-132.
-
https://doi.org/10.1177/1363275205050884Visser, J. (2005). Missing: Children and Young People with SEBD. Emotional and Behavioural Difficulties, 10(1), 43-54.
-
https://doi.org/10.53841/bpsecp.2005.22.1.6Daniels, H. (2005). Vygotsky and educational psychology: Some preliminary remarks. Educational and Child Psychology, 22(1), 6-17.
-
https://doi.org/10.1080/09500780408666875Creese, A., Leonard, D., Daniels, H., & Hey, V. (2004). Pedagogic Discourses, Learning and Gender Identification. Language and Education, 18(3), 191-206.
-
https://doi.org/10.1080/10349120410001687391*, H. (2004). Cultural historical activity theory and professional learning. International Journal of Disability Development and Education, 51(2), 185-200.
-
https://doi.org/10.1016/s0277-9536(03)00396-4Aveyard, P., Markham, W., Lancashire, E., Bullock, A., Macarthur, C., Cheng, K., & Daniels, H. (2004). The influence of school culture on smoking among pupils. Social Science & Medicine, 58(9), 1767-1780.
-
https://doi.org/10.1080/0031910410001693272Popova, A., & Daniels, H. (2004). Employing the concept of the object in the discussion of the links between school pedagogies and individual working lives in pre‐ and post‐Soviet Russia. Educational Review, 56(2), 193-205.
-
https://doi.org/10.1080/0031910410001693218Daniels, H. (2004). Activity theory, discourse and Bernstein. Educational Review, 56(2), 121-132.
-
https://doi.org/10.1046/j.1365-2206.2003.00295.xBerridge, D., Beecham, J., Brodie, I., Cole, T., Daniels, H., Knapp, M., & MacNeill, V. (2003). Services for troubled adolescents: exploring user variation. Child & Family Social Work, 8(4), 269-279.
-
https://doi.org/10.1080/0305498032000080675Cole, T., Daniels, H., & Visser, J. (2003). Patterns of Provision for Pupils with Behavioural Difficulties in England: A study of government statistics and behaviour support plan data. Oxford Review of Education, 29(2), 187-205.
-
https://doi.org/10.1207/s15327884mca0904_01Daniels, H. (2002). INTRODUCTION. Mind Culture and Activity, 9(4), 249-249.
-
https://doi.org/10.1080/03054980220143441aDaniels, H., & Cole, T. (2002). The Development of Provision for Young People with Emotional and Behavioural Difficulties: An activity theory analysis. Oxford Review of Education, 28(2-3), 311-329.
-
https://doi.org/10.1111/1467-9604.00228Visser, J., Cole, T., & Daniels, H. (2002). Inclusion for the difficult to include. Support for Learning, 17(1), 23-26.
-
https://doi.org/10.1111/1467-9604.00201Daniels, H., Creese, A., Hey, V., Leonard, D., & Smith, M. (2001). Gender and learning: equity, equality and pedagogy. Support for Learning, 16(3), 112-116.
-
https://doi.org/10.1177/1363275201006002005Daniels, H. (2001). Activity Theory and Knowledge Production: Twin Challenges for the Development of Schooling for Pupils Who Experience EBD. Emotional and Behavioural Difficulties, 6(2), 113-124.
-
https://doi.org/10.1080/13632750100507661Daniels, H. (2001). Activity theory and knowledge production. Emotional and Behavioural Difficulties, 6(2), 113-124.
-
https://doi.org/10.1016/s1479-3636(01)80014-3Cole, T., Visser, J., & Daniels, H. (2001). Inclusive practice for pupils with emotional and behavioural difficulties in mainstream schools. International Perspectives on Inclusive Education, Volume 1(Issue ipie/2001/s1479-3636(2001)1/s1479-3636(2001)1/production), 183-194.
-
https://doi.org/10.1016/s0360-1315(00)00045-2Tweddle, S., James, C., Daniels, H., Davies, D., Harvey, P., James, N., Mossman, J., & Woolf, E. (2000). Use of a Web site for learning about cancer. Computers & Education, 35(4), 309-325.
-
https://doi.org/10.1080/13632750008550190Daniels, H. (2000). The 1999 David Wills Lecture Re-Thinking Causation: Biology, Psychology and EBD. Emotional and Behavioural Difficulties, 5(2), 10-17.
-
https://doi.org/10.1080/02671520050128786Creese, A., Norwich, B., & Daniels, H. (2000). Evaluating Teacher Support Teams in secondary schools: supporting teachers for SEN and other needs. Research Papers in Education, 15(3), 307-324.
-
https://doi.org/10.1111/1467-8527.00137Daniels, H., Hey, V., Leonard, D., & Smith, M. (1999). Issues of Equity in Special Needs Education from a Gender Perspective. British Journal of Special Education, 26(4), 189-195.
-
https://doi.org/10.1080/0958517990100202Fielding, S., Daniels, H., Creese, A., Hey, V., & Leonard, D. (1999). The (mis)use of SATs to examine gender and achievement at Key Stage 2. The Curriculum Journal, 10(2), 169-187.
-
https://doi.org/10.1111/1467-8527.00105Daniels, H., Chorley, D., Harrop, J., & Johnson, M. (1999). NASEN Academic Book Award 1998. British Journal of Special Education, 26(1), 59-60.
-
https://doi.org/10.1111/1467-9604.00070Creese, A., Norwich, B., & Daniels, H. (1998). The Prevalence and Usefulness of Collaborative Teacher Groups for SEN: Results of a National Survey. Support for Learning, 13(3), 109-114.
-
https://doi.org/10.1177/089202069801200102Daniels, H., Hey, V., Leonard, D., & Smith, M. (1998). Differences, difficulty and equity: gender, race and SEN. Management in Education, 12(1), 5-8.
-
https://doi.org/10.1080/0305569970230101Norwich, B., & Daniels, H. (1997). Teacher Support Teams for Special Educational Needs in Primary Schools: evaluating a teacher-focused support scheme. Educational Studies, 23(1), 5-24.
-
https://doi.org/10.1111/j.1467-8578.1996.tb00968.xDaniels, H. (1996). Back to basics: three ‘R’s for Special Needs Education. British Journal of Special Education, 23(4), 155-161.
-
https://doi.org/10.1080/0305498960220104Daniels, H., Holst, J., Lunt, I., & Johansen, L. (1996). A Comparative Study of the Relation Between Different Models of Pedagogic Practice and Constructs of Deviance. Oxford Review of Education, 22(1), 63-77.
-
https://doi.org/10.1080/0142569950160406Daniels, H. (1995). Pedagogic Practices, Tacit Knowledge and Discursive Discrimination: Bernstein and post-Vygotskian research. British Journal of Sociology of Education, 16(4), 517-531.
-
https://doi.org/10.1080/0305569950210103Daniels, H., Lucas, N., Totterdell, M., & Fomina, O. (1995). Humanisation in Russian Education: a transition between state determinism and individualism. Educational Studies, 21(1), 29-39.
-
https://doi.org/10.1080/03004279485200291Norwich, B., Daniels, H., & Anghileri, N. (1994). Teacher support teams in primary schools. Education 3-13, 22(3), 44-49.
-
https://doi.org/10.1111/j.1467-9604.1993.tb00143.xDANIELS, H., NORWICH, B., & ANGHILERI, N. (1993). Teacher support teams: An evaluation of a school‐based approach to meeting special educational needs. Support for Learning, 8(4), 169-173.
-
https://doi.org/10.1111/j.1467-9604.1993.tb00122.xDANIELS, H. (1993). Coping with mathematics in the National Curriculum: Pupil strategies and teacher responses. Support for Learning, 8(2), 65-69.
-
https://doi.org/10.1080/0305764930230107Daniels, H. (1993). Perspectives on Reading Difficulty. Cambridge Journal of Education, 23(1), 57-64.
-
https://doi.org/10.1080/0305569930190105Daniels, H., & Lunt, I. (1993). Vygotskian Theory and Special Education Practice in Russia. Educational Studies, 19(1), 79-89.
-
https://doi.org/10.1080/0885625920070202Daniels, H., & Hogg, B. (1992). Report on the ‘European exchange of experiences in school integration’: the intercultural comparison of the quality of life of children and youth with handicaps in Arhus (Denmark), Arezzo (Italy), Greenwich (London, UK) and Reutlingen (Germany). European Journal of Special Needs Education, 7(2), 104-116.
-
https://doi.org/10.1111/j.1467-9604.1991.tb00440.xDANIELS, H., & HOGG, B. (1991). European integration: A view of regional practices. Support for Learning, 6(4), 178-182.
-
https://doi.org/10.1080/0305569900160104Daniels, H. (1990). Number Competence and Communication Difficulty: a Vygotskian analysis. Educational Studies, 16(1), 49-59.
-
https://doi.org/10.1080/0142569890100201Daniels, H. (1989). Visual Displays as Tacit Relays of the Structure of Pedagogic Practice. British Journal of Sociology of Education, 10(2), 123-140.
-
https://doi.org/10.1111/j.2044-8279.1989.tb03091.xCOWAN, R., & DANIELS, H. (1989). CHILDREN’S USE OF COUNTING AND GUIDELINES IN JUDGING RELATIVE NUMBER. British Journal of Educational Psychology, 59(2), 200-210.
-
https://doi.org/10.1080/0305569890150101Daniels, H., & Lee, J. (1989). Stories, Class and Classrooms: classic tales and popular myths. Educational Studies, 15(1), 3-14.
-
https://doi.org/10.1111/j.1467-8578.1988.tb00738.xDaniels, H., Porter, J., & Sandow, S. (1988). New Issues in In‐service Education. British Journal of Special Education, 15(3), 127-129.
-
https://doi.org/10.1111/j.1467-8578.1988.tb00714.xDaniels, H. (1988). Misunderstandings, Miscues and Maths. British Journal of Special Education, 15(1), 11-13.
-
https://doi.org/10.1080/0885625880030106News in Special Education. (1988). European Journal of Special Needs Education, 3(1), 60-62.
-
https://doi.org/10.1111/j.1467-8578.1987.tb00262.xDaniels, H., & Sandow, S. (1987). Will Circular 6/86 Frustrate the 1981 Act? British Journal of Special Education, 14(1), 10-10.
-
https://doi.org/10.1111/j.1467-9604.1986.tb00213.xDaniels, H. (1986). Teachers’ evaluative criteria transmitted through pupils’ marking of written work. Support for Learning, 1(1), 30-35.
Reports
-
https://ora.ox.ac.uk/objects/uuid:54de1398-fcd3-4849-b5f0-0799da9cd1d7Tawell, A., Thompson, I., Daniels, H., & al., E. (2015). Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. In Oxford University Department of Education. Oxford University Department of Education.
-
Daniels, H., & Edwards, A. (2012). Leading for learning: how the intelligent leader builds capacity. National College for School Leadership.
-
Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A., & Georgeson, G. (2010). Testing of Disability Identification Tool for Schools. Department for Education.
-
Porter, J., Daniels, H., Georgeson, J., Feiler, A., Hacker, J., Tartleton, B., Gallop, V., & Watson, D. (2008). Disability Data Collection for Children’s Services. DCSF.
