Department of Education

Harry Daniels

Professor of Education

College Affiliation: Green Templeton College

Harry Daniels is Professor of Education. His current research interests are in school design and exclusion from school. He is interested in sociocultural and activity theory and Bernsteinian theory

Funded Research Projects:

  • Excluded Lives: The political economies of school exclusion across the UK

  • Oct 1 2019 - Sept 30 2023

    ESRC Large Grant £2.55 million

  • Feeling part of School

  • ( 2018 – 2019)

    Daniels, H., Porter, J. and Ingram, J., / John Fell Fund with Universities of Vigo and Sevilla, Spain

  • Building on Design Matters: The codesign of guidance on building schools University of Oxford’s Social Sciences ESRC Impact Acceleration Account (IAA) Project reference: 1702-KEA-272

  • (2017 – 2018)

    Daniels, H., Porter, J., Thompson, I. / Amount Awarded: £39789.60

  • Disparities in rates of permanent exclusion from school across the UK

  • (2017 – 2018)

    Daniels, H. and Thompson, I. / John Fell Fund Reference: 162/092 £‎39,265.00

  • The Excluded Lives Group An Interdisciplinary View of Permanent Disciplinary Exclusion in Oxfordshire.

  • Start - 01/04/2016 End - 30/09/2017

    Daniels, H. / John Fell Fund Reference: 152/006 £‎39,999.00

  • Analysing the relationship between teachers collaboration patterns , teaching practices and student literacy learning and engagement

  • (2015-2016)

    Daniels, H. and Thompson, I. / The University of Oxford Education Deanery Project John Fell Fund Amount Awarded: £39,000 out of £‎91,153.00 Reference: 142/124

  • Collaboration for effective teaching and learning

  • (2014-2015)

    Daniels, H. and Thompson, I. / John Fell Fund Amount Awarded: £‎46,297.00 on project code EPD07450 Reference: 133/011

  • Drama and Exclusion from School.

  • (2015-2016)

    Daniels, H. / The Arts Council £25,000

  • Design Matters? The Effects of New Schools on Students’, Teachers’ and Parents’ Actions and Perceptions

  • (2012-2017)

    Daniels, H. / Arts and Humanities Research Council £470,000

Publications:

  • Featured Publications

    • Daniels, H, Tse, HM, Stables, A, Cox, S (2018) “Design as a social practice: the experience of new-build schools”, Cambridge Journal of Education.
      DOI: http://doi.org/10.1080/0305764x.2018.1503643

    • Ming Tse, H, Daniels, H, Cox, S, Stables, A (2018) Designing buildings for the future of schooling: Contemporary visions for education.
      DOI: http://doi.org/10.4324/9781315148366

    • Daniels, H, TSE, HM, 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. Abingdon: Routledge.
      DOI: http://doi.org/10.4324/9781315148366-4

    • Daniels, H, Tse, HM, Stables, A, Cox, S (2017) “Design as a social practice: The design of new build schools”, OXFORD REVIEW OF EDUCATION.
      DOI: http://doi.org/10.1080/03054985.2017.1360176

    • Daniels, H (2017) “Book Review: Vygotsky and Bernstein in the Light of Jewish Tradition. By Antonella Castelnuovo and Bella Kotok-Friedgut.”, SLAVIC REVIEW.
      DOI: http://doi.org/10.5612/slavicreview.75.2.504

    • Daniels, H, MacLure, M, Youdell, D (2015) “Psychopathology at school: theorizing mental disorders in school”, BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION.
      DOI: http://doi.org/10.1080/01425692.2015.1043185

    • Tawell, A, Thompson, I, Daniels, H, Elliott, V, Dingwall, N (2015) Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. Oxford University Department of Education.

    • Daniels, H (2015) “Learning contexts for children and young people with learning differences”, In: National Society for the Study of Education.

    • Tse, HM, 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.
      DOI: http://doi.org/10.1080/17508975.2014.927349

    • Stallard, 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.
      DOI: http://doi.org/10.1016/s2215-0366(14)70244-5

    • Daniels, H, Edwards, A (2014) “School Leaders and Learning Cultures in School: The Case for Intelligent Leadership”, In: D Hung, K Lim, S Lee (eds.) Adaptivity as a Transformative Disposition for Learning in the 21st Century. Singapore: Springer.

    • Meier, 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.
      DOI: http://doi.org/10.1080/02671522.2011.629734

    • Daniels, HRJ, Downes, EK “A Vygotskian Argument for Teaching Drama in Secondary Schools”, In: Creativity Theory and Action in Education, Vol. 2, Suzanne Burgoyne (Eds): Creativity in Theatre,.

    • DANIELS, H, TSE, HM, Ortega, L, Stables, A, Cox, S “Changing schools: A study of primary secondary transfer using Vygotsky and Bernstein”, British Journal of Sociology of Education. Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/01425692.2019.1601546

  • Books

  • Book chapters

    • Daniels, H, Tse, HM (2019) “Foreword”, In: H Hughes, J Franz, J Willis (eds.) School spaces for student wellbeing and learning: Insights from research and practice. Singapore: Springer. v-ix
      DOI: http://doi.org/10.1007/978-981-13-6092-3

    • Daniels, H, TSE, HM, 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. Abingdon: Routledge.
      DOI: http://doi.org/10.4324/9781315148366-4

    • DANIELS, H, TSE, HM (2018) “Design As a Social Practice”, In: S Borri (ed.) The Classroom has Broken: Changing School Architecture in Europe and across the World. Florence: Istituto Nazionale Documentazione Innovazione Ricerca Educativa.
      DOI: http://doi.org/10.1007/978-3-319-97019-6_7

    • Daniels, H (2016) “Vygotsky and dialogic pedagogy”, In: Dialogic pedagogy: The importance of dialogue in teaching and learning. 48-67

    • Daniels, H (2015) “Boundaries within and between contexts”, In: Educational Contexts and Borders through a Cultural Lens: Looking Inside, Viewing Outside. 11-27
      DOI: http://doi.org/10.1007/978-3-319-18765-5_2

    • Daniels, H (2015) “Boundaries within and between contexts”, In: Cultural Psychology of Education. 11-27
      DOI: http://doi.org/10.1007/978-3-319-18765-5_2

    • Daniels, H, Downes, E (2015) “Identity and Creativity: The Transformative Potential of Drama”, In: S Davis, H Grainger Clemson, S-M Jansson, A Marjanovic-Shane (eds.) Dramatic 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, RF Castro (eds.) Cultural-historical approach: educational research in different contexts. Porto Alegre: EDIPUCRS. 258-300

    • Daniels, H (2015) “Learning contexts for children and young people with learning differences”, In: National Society for the Study of Education. 515-534

    • Daniels, H, Edwards, A (2014) “School Leaders and Learning Cultures in School: The Case for Intelligent Leadership”, In: D Hung, K Lim, S Lee (eds.) Adaptivity as a Transformative Disposition for Learning in the 21st Century. Singapore: Springer. 109-120

    • Eddy Spicer, DH, Daniels, H (2014) “Living and working within the institution of schooling: Authority as pedagogy of the everyday”, In: Y Omi, LP Rodriguez, MC Peralta, J Valsiner (eds.) Lives and relationships: Culture in transitions between social roles. Charlotte, NC: Information Age Publishing.

    • Daniels, H, Learoyd-Smith, SK (2014) “Social contexts, cultures and environments”, In: P Garner, J Kauffman, J Elliott (eds.) The Sage Handbook of Emotional and Behavioural Difficulties.. London: SAGE.
      DOI: http://doi.org/10.4135/9781446247525.n11

    • Daniels, HRJ (2014) “Situating Pedagogy: Moving beyond an Interactional Account”, In: BH Johnsen (ed.) Theory and Methodology in International Comparative Classroom Studies. Oslo: Cappelen Damm Akademisk. 119-132

    • Daniels, HRJ (2014) “Vygotsky and the Education of Children with Severe Learning Difficulties”, In: BH Johnsen (ed.) Theory and Methodology in International Comparative Classroom Studies. Oslo: Cappelen Damm Akademisk. 59-68

    • 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).

    • Stables, A, Learoyd-Smith, S, Daniels, H, Tse, H (2014) “Schools and Schooling as Semiotic Engagement: a focus on design”, In: I Semetsky, A Stables (eds.) Pedagogy and Edusemiotics Theoretical Challenges/Practical Opportunities. Educational Futures: Re-thinking Theory and Practice. Rotterdam: Sense Pub. 35-50

    • Creese, 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. 126-143
      DOI: http://doi.org/10.4324/9780203064153-16

    • Daniels, H (2013) “Implicit or invisible mediation in the development of interagency work”, In: H Daniels, A Edwards, Y Engestrom,, T Gallagher, S Ludvigsen (eds.) Activity Theory in Practice Promoting Learning Across Boundaries and Agencies. Abingdon: Routledge.
      DOI: http://doi.org/10.4324/9780203609439

    • Daniels, H (2013) “Researching complex systems: Developing a language of description”, In: Reframing Educational Research: Resisting the what Works Agenda. 90-102
      DOI: http://doi.org/10.4324/9780203590737

    • Daniels, H, Johnson, P (2013) “Researching technologies for enhancing collective creativity in interagency working”, In: Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. 132-157
      DOI: http://doi.org/10.4324/9780203077351

    • Daniels, H (2013) “Special educational needs in a broader context”, In: Inclusive Education: Practice, Study, Methodology. Moscow: Moscow State University of Psychology and Pedagogy. 679-683

    • Edwards, A, Daniels, H (2012) “Integrating children's services”, In: M Hill, G Head, A Lockyer, B Reid, R Taylor (eds.) Children’s Services: Working Together. Harlow: Pearson.
      DOI: http://doi.org/10.4324/9781315833439

    • Daniels, H (2012) “Introduction”, In: H Lauder, M Young, H Daniels, M Balarin, J Lowe (eds.) Educating for the Knowledge Economy? Critical Perspectives. Abingdon: Routledge.
      DOI: http://doi.org/10.4324/9781315724874

    • Lauder, 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. 1-24
      DOI: http://doi.org/10.4324/9780203817698-7

    • Cole, T, Daniels, H, Visser, J (2012) “Introduction: Dilemmas and scope of the companion”, In: The Routledge International Companion to Emotional and Behavioural Difficulties. 1-8
      DOI: http://doi.org/10.4324/9780203117378

    • Daniels, H (2012) “Analysing trajectories of professional learning in changing workplaces”, In: D Scott (ed.) Theories of Learning. London: SAGE.
      DOI: http://doi.org/10.1177/1354067X11408137

    • Daniels, H (2012) “Changing situations and motives”, In: M Hedegaard, A Edwards, M Fleer (eds.) Motives in Children’s Development: Cultural-Historical Approaches. Cambridge: Cambridge University Press.
      DOI: http://doi.org/10.1017/CBO9781139049474.015

    • Daniels, HRJ (2012) “The Interface between the Sociology of Practice and the Analysis of Talk in the Study of Change in Educational Settings”, In: J Valsiner (ed.) The Oxford Handbook of Culture and Psychology. New York: Oxford University Press.
      DOI: http://doi.org/10.1093/oxfordhb/9780195396430.013.0040

    • Daniels, H, Porter, J (2012) “Learning needs and difficulties among children of primary school age: Definition, identification, provision and issues”, In: R Alexander, C Doddington, L Gray, L Hargreaves, R Kershner (eds.) The Cambridge Primary Review Research Surveys. London: Routledge. 217-240
      DOI: http://doi.org/10.4324/9780203121672

    • Daniels, H (2012) “Vygotsky and Bernstein”, In: H Daniels (ed.) Vygotsky and Sociology. London: Routledge.
      DOI: http://doi.org/10.4324/9780203112991

    • Daniels, H (2012) “Brief introduction”, In: H Daniels (ed.) Vygotsky and Sociology. London: Routledge.
      DOI: http://doi.org/10.1007/978-3-319-75732-2_1

    • Daniels, H (2012) “Learning and contradiction across boundaries”, In: H Lauder, M Young, H Daniels, M Balarin, J Lowe (eds.) Education for the Knowledge Economy: Critical Perspectives,. Abingdon: Routledge.
      DOI: http://doi.org/10.4324/9780203817698-12

    • Daniels, H (2011) “Support for Children and Schools through Cultural Intervention”, In: H Daniels, M Hedegaard (eds.) Vygotsky and Special Needs Education Rethinking Support for Children and Schools. London: A&C Black.

    • 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. Berlin: Walter de Gruyter.

    • Daniels, HRJ (2011) “The 'social' in post-Vygotskian theory”, In: D Wyse (ed.) Literacy Teaching and Education. SAGE Publications Limited.

    • Daniels, H (2010) “Subject position and discourse in activity theory”, In: D Frandji, P Vitale (eds.) Knowledge, Pedagogy and Society International Perspectives on Basil Bernstein's Sociology of Education. Abingdon: Routledge.
      DOI: http://doi.org/10.4324/9780203843932

    • Daniels, H (2010) “Reflections on points of departure in the development of sociocultural and activity theory”, In: B van Oers, E Elbers, R van der Veer, W Wardekker (eds.) The Transformation of Learning Advances in Cultural-Historical Activity Theory. Cambridge: Cambridge University Press.
      DOI: http://doi.org/10.1017/CBO9780511499937.006

    • 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. New York: Peter Lang. 103-120

    • Daniels, H (2010) “Vygotsky and Psychology”, In: U Goswami (ed.) The Wiley-Blackwell Handbook of Childhood Cognitive Development, 2nd Edition. Chichester: John Wiley & Sons. 673-697
      DOI: http://doi.org/10.1002/9781444325485.ch26

    • Visser, J, Cole, T, Daniels, H (2010) “Inclusion for the difficult to include”, In: Equality, Participation and Inclusion 2: Diverse Contexts. 43-52

    • 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. Osaka, Japan: Kansai University Press. 29-61

    • 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?. Helsinki: Finnish Educational Research Association.

    • 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. London: Springer Science & Business Media. 167-182

    • Porter, J, Daniels, HRJ (2010) “Using non-directive research methods to explore the barriers and supports to learning”, In: V Prasher (ed.) Contemporary Issues in Intellectual Disabilities. Nova Science Pub Incorporated. 191-196

    • Daniels, H (2009) “Vygotsky and inclusion”, In: P Hick, R Kershner, P Farrell (eds.) Psychology for Inclusive Education New Directions in Theory and Practice. London: Taylor & Francis.
      DOI: http://doi.org/10.4324/9780203891476

    • Sannino, A, Daniels, H, Gutierrez, K (2009) “Activity theory between historical engagement and future-making practice”, In: A Sannino, H Daniels, K Gutierrez (eds.) Learning and Expanding with Activity Theory. New York: Cambridge University Press. 1-18
      DOI: http://doi.org/10.1017/CBO9780511809989.002

    • Sannino, A, Daniels, H, Gutierrez, K (2009) “Editors' introduction”, In: A Sannino, H Daniels, K Gutierrez (eds.) Learning and Expanding with Activity Theory. New York: Cambridge University Press.
      DOI: http://doi.org/10.1017/CCOL0521831040.001

    • 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. Rotterdam: 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.

    • 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]. Assen: Uitgeverij Van Gorcum. 147-158

    • 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 (2008) “Discourse in activity”, In: O Ya Chebykin, GZ Bedny, W Karwowski (eds.) Ergonomics and Psychology Developments in Theory and Practice. Atlanta GA: CRC Press.

    • 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. Rennes: Presses Universitaires de Rennes.

    • Daniels, H (2007) “Pedagogy”, In: The Cambridge Companion to Vygotsky. 307-331
      DOI: http://doi.org/10.1017/CCOL0521831040.013

    • Warmington, P, Daniels, H, Edwards, A, Leadbetter, J, Martin, D, Middleton, D, Brown, S, Popova, A, Apostolov, A (2007) “Learning leadership in multiagency work for integrating services into schools”, In: J Forbes (ed.) How Service integration is operating in practice in the Scotland, Northern Ireland and England and Wales policy contexts. Aberdeen: University of Aberdeen.

    • Daniels, H, Cole, M, Wertsch, J (2007) “Editors' introduction”, In: H Daniels, M Cole, J Wertsch (eds.) The Cambridge Companion to Vygotsky. New York: Cambridge University Press. 1-20
      DOI: http://doi.org/10.4337/9781783471126.00006

    • Daniels, H (2007) “Pedagogy”, In: H Daniels, M Cole, J Wertsch (eds.) The Cambridge Companion to Vygotsky. New York: Cambridge University Press. 307-332
      DOI: http://doi.org/10.1017/CCOL0521831040

    • Daniels, H, Porter, J (2007) “Self Assessment as Preparation for Participation”, In: A Lascioli (ed.) Pedagogia speciale in Europa problematiche e stato della ricerca. Verona: FrancoAngeli.

    • Daniels, H (2006) “Activity, discourse and pedagogic change”, In: Knowledge, Power and Educational Reform: Applying the Sociology of Basil Bernstein. 163-178
      DOI: http://doi.org/10.4324/9780203965047

    • Robson, E, Treadwell, L, Gosden, C (2006) “Introduction”, In: E Robson, L Treadwell, C Gosden (eds.) Who owns objects?: the ethics and politics of collecting cultural artefacts : proceedings of the first St Cross-All Souls Seminar series and workshop, Oxford, October - December 2004. Oxbow Books.
      DOI: http://doi.org/10.1080/13632752.2012.709798

    • Daniels, H (2006) “Learning in and for cross school working”, In: K Yamazumi (ed.) Building Activity Theory in Practice: toward the next generation. Osaka: Kansai University Press.

    • Daniels, H, Creese, A, Hey, V, Leonard, D (2004) “Gendered learning identity in two modalities of pedagogic discourse”, In: Reading Bernstein, Researching Bernstein. 123-136
      DOI: http://doi.org/10.4324/9780203461877

    • Daniels, HRJ, Tse, HM “Design as a Social Practice”, In: Making Education: Governance by Design.
      DOI: http://doi.org/10.1007/978-3-319-97019-6

    • Daniels, HRJ, Downes, EK “A Vygotskian Argument for Teaching Drama in Secondary Schools”, In: Creativity Theory and Action in Education, Vol. 2, Suzanne Burgoyne (Eds): Creativity in Theatre,.

  • Conference papers

    • Tawell, A, Thompson, IC, 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. (Moscow State University of Psychology & Education) 324-330.

    • Daniels, H, Porter, J “Self Assessment as Preparation for Participation”, Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and EducationA Lascioloi, M Onder (eds.) . (University of Verona) Verona: Libreria Editrice Universitaria Verona.

  • Journal articles

    • McDermott, 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.
      DOI: http://doi.org/10.1080/08856257.2020.1823164

    • Daniels, H (2020) “Editorial for volume 25 issue 3-4”, Emotional and Behavioural Difficulties. 25(3-4) 199-200.
      DOI: http://doi.org/10.1080/13632752.2020.1868806

    • Daniels, H (2020) “Editorial”, Emotional and Behavioural Difficulties. 25(1) 1-2.
      DOI: http://doi.org/10.1080/13632752.2020.1726603

    • Duggan, BM (2020) “Editorial to the Special Issue-"Technology for Natural Products Research".”, Molecules (Basel, Switzerland). 25(2)
      DOI: http://doi.org/10.3390/molecules25020327

    • THOMPSON, IAN, Cole, T, DANIELS, H, Tawell, A, McCluskey, G (2019) “Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience.”, Emotional and Behavioural Difficulties.
      DOI: http://doi.org/10.1080/13632752.2019.1628340

    • DANIELS, 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.
      DOI: http://doi.org/10.3389/feduc.2019.00036

    • Castro-Felix, 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.
      DOI: http://doi.org/10.1080/02607476.2018.1422610

    • Daniels, H (2018) “Vygotsky: between socio-cultural relativism and historical materialism. From a psychological to a pedagogical perspective”, Cultural-Historical Psychology. 14(3) 36-42.
      DOI: http://doi.org/10.17759/chp.2018140304

    • Daniels, H, Tse, HM, Stables, A, Cox, S (2018) “Design as a social practice: the experience of new-build schools”, Cambridge Journal of Education. 49(2) 215-233.
      DOI: http://doi.org/10.1080/0305764x.2018.1503643

    • Daniels, H (2017) “Book Review: Vygotsky and Bernstein in the Light of Jewish Tradition. By Antonella Castelnuovo and Bella Kotok-Friedgut.”, SLAVIC REVIEW. 75(2) 504-505.
      DOI: http://doi.org/10.5612/slavicreview.75.2.504

    • Daniels, H, Tse, HM, Stables, A, Cox, S (2017) “Design as a social practice: The design of new build schools”, OXFORD REVIEW OF EDUCATION. 43(6) 767-787.
      DOI: http://doi.org/10.1080/03054985.2017.1360176

    • Daniels, HRJ (2016) “Applying activity theory in multiagency settings”, Cultural-Historical Psychology. 12(3) 15-26.
      DOI: http://doi.org/10.17759/chp.2016120302

    • Daniels, H (2016) “Vygotsky and Bernstein in the Light of Jewish Tradition”, SLAVIC REVIEW. (2)

    • Rubtsova, OV, Daniels, H (2016) “The concept of drama in Vygotsky’s Theory: application in research”, Cultural-Historical Psychology. 12(3) 189-207.
      DOI: http://doi.org/10.17759/chp.2016120310

    • Daniels, H (2015) “Mediation: An expansion of the socio-cultural gaze”, History of the Human Sciences. 28(2) 34-50.
      DOI: http://doi.org/10.1177/0952695114559994

    • Stallard, 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
      DOI: http://doi.org/10.1016/S0924-9338(15)30152-8

    • Daniels, H, MacLure, M, Youdell, D (2015) “Psychopathology at school: theorizing mental disorders in school”, BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION. 36(5) 785-797.
      DOI: http://doi.org/10.1080/01425692.2015.1043185

    • Tse, HM, 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.
      DOI: http://doi.org/10.1080/17508975.2014.927349

    • Daniels, H, Downes, E (2014) “Identity and creativity: The transformative potential of drama lessons”, Journal of Modern Foreign Psychology. 2 41-71.
      DOI: http://doi.org/10.17759/jmfp

    • Daniels, H (2014) “The practices of dealing with children in need of special support: a Nordic perspective”, Emotional and Behavioural Difficulties. 19(3) 245+.
      DOI: http://doi.org/10.1080/13632752.2014.936150

    • 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.

    • Stallard, 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.
      DOI: http://doi.org/10.1016/s2215-0366(14)70244-5

    • Georgeson, 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.
      DOI: http://doi.org/10.1080/1350293X.2014.883720

    • Daniels, H (2014) “Introduction”, Emotional and Behavioural Difficulties. 19(1) 1+.
      DOI: http://doi.org/10.1080/13632752.2014.876216

    • Stallard, 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 77+.
      DOI: http://doi.org/10.1186/1745-6215-15-77

    • Meier, 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.
      DOI: http://doi.org/10.1080/02671522.2011.629734

    • Porter, 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.
      DOI: http://doi.org/10.1080/08856257.2012.742747

    • Daniels, H, Edwards, A, Mercer, N, Saljo, R (2012) “Editorial”, LEARNING CULTURE AND SOCIAL INTERACTION. 1(1) 1-1.
      DOI: http://doi.org/10.1016/j.lcsi.2012.05.002

    • Daniels, H (2012) “Institutional culture, social interaction and learning”, Learning, Culture and Social Interaction. 1(1) 2-11.
      DOI: http://doi.org/10.1016/j.lcsi.2012.02.001

    • Porter, 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.
      DOI: http://doi.org/10.1080/00131911.2011.571766

    • Stallard, 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. 13 227+.
      DOI: http://doi.org/10.1186/1745-6215-13-227

    • Edwards, A, Daniels, H (2012) “The knowledge that matters in professional practices”, Journal of Education and Work. 25(1) 39-58.
      DOI: http://doi.org/10.1080/13639080.2012.644904

    • Feiler, 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.
      DOI: http://doi.org/10.1111/j.1471-3802.2011.01199.x

    • Daniels, H (2011) “The shaping of communication across boundaries”, International Journal of Educational Research. 50(1) 40-47.
      DOI: http://doi.org/10.1016/j.ijer.2011.04.008

    • Daniels, H (2011) “Exclusion from School and Its Consequences // Психологическая наука и образование.”, Psychological Science and Education. 1 38-50.

    • Porter, J, Daniels, H, Feiler, A, Georgeson, J (2011) “Collecting disability data from parents”, RESEARCH PAPERS IN EDUCATION. 26(4) 427-443.
      DOI: http://doi.org/10.1080/02671520903281625

    • Porter, 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.
      DOI: http://doi.org/10.1111/j.1467-8578.2011.00509.x

    • Daniels, H (2010) “Motives, emotion and change”, Cultural-Historical Psychology. 24-33.

    • Daniels, H (2010) “Situating pedagogy: Moving beyond an interactional account”, Pedagogies. 5(1) 27-36.
      DOI: http://doi.org/10.1080/15544800903406282

    • Daniels, 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.
      DOI: http://doi.org/10.1080/08856251003658652

    • Daniels, 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.
      DOI: http://doi.org/10.1080/01425692.2010.484916

    • Brown, SD, 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.
      DOI: http://doi.org/10.1108/17465680910932478

    • Parsons, 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.
      DOI: http://doi.org/10.1111/j.1468-3148.2007.00361.x

    • Macnab, 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.
      DOI: http://doi.org/10.1111/j.1467-8578.2008.00395.x

    • Daniels, H, Warmington, P (2007) “Analysing third generation activity systems: Labour-power, subject position and personal transformation”, Journal of Workplace Learning. 19(6) 377-391.
      DOI: http://doi.org/10.1108/13665620710777110

    • James, 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 (Royal College of Radiologists (Great Britain)). 19(5) 356-362.
      DOI: http://doi.org/10.1016/j.clon.2007.02.005

    • Daniels, H, James, N, Rahman, R, Young, A, Derry, J, McConkey, C (2007) “Learning about Cancer”, Mind, Culture, and Activity. 14(1-2) 128-141.
      DOI: http://doi.org/10.1080/10749030701307846

    • Daniels, H, Leadbetter, J, Soares, A, MacNab, N (2007) “Learning in and for cross-school working”, Oxford Review of Education. 33(2) 125-142.
      DOI: http://doi.org/10.1080/03054980701259469

    • Daniels, H (2007) “Discourse and identity in Cultural-Historical Activity Theory: A response”, International Journal of Educational Research. 46(1-2) 94-99.
      DOI: http://doi.org/10.1016/j.ijer.2007.07.009

    • MacNab, 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.
      DOI: http://doi.org/10.1111/j.1471-3802.2007.00091.x

    • Daniels, 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.

    • Daniels, H (2007) “La formación de equipos interagenciales: un estudio de aprendizaje innovador”, Cultura y Educación. 19(3) 295-309.
      DOI: http://doi.org/10.1174/113564007782194453

    • Daniels, 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.
      DOI: http://doi.org/10.1080/03054980701450811

    • Leadbetter, 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.
      DOI: http://doi.org/10.1080/00131880701200815

    • Parsons, 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.
      DOI: http://doi.org/10.1179/096979506799103587

    • Daniels, H (2006) “The dangers of corruption in special needs education”, British Journal of Special Education. 33(1) 4-9.
      DOI: http://doi.org/10.1111/j.1467-8578.2006.00405.x

    • Daniels, H (2006) “The ‘Social’ in Post-Vygotskian Theory”, Theory & Psychology. 16(1) 37-49.
      DOI: http://doi.org/10.1177/0959354306060107

    • Daniels, 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.

    • Parsons, 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”, The British Journal of Development Disabilities. 52(103) 121-136.
      DOI: http://doi.org/10.1179/096979506799103587

    • 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.

    • Daniels, H (2006) “Rethinking intervention: Changing the cultures of schooling”, Emotional and Behavioural Difficulties. 11(2) 105-120.
      DOI: http://doi.org/10.1080/13632750600619273

    • Parsons, 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.
      DOI: http://doi.org/10.1111/j.1467-8535.2005.00516.x

    • Visser, J, Daniels, H, Macnab, N (2005) “Missing: Children and young people with SEBD”, Emotional and Behavioural Difficulties. 10(1) 43-54.
      DOI: http://doi.org/10.1177/1363275205050884

    • Daniels, H (2005) “Vygotsky and educational psychology: Some preliminary remarks”, Educational and Child Psychology. 22(1) 6-17.

    • Creese, A, Leonard, D, Daniels, H, Hey, V (2004) “Pedagogic discourses, learning and gender identification”, Language and Education. 18(3) 191-206.
      DOI: http://doi.org/10.1080/09500780408666875

    • Daniels, H (2004) “Cultural historical activity theory and professional learning”, International Journal of Disability, Development and Education. 51(2) 185-200.
      DOI: http://doi.org/10.1080/10349120410001687391

    • Daniels, H (2004) “Activity theory, discourse and Bernstein”, Educational Review. 56(2) 121-132.
      DOI: http://doi.org/10.1080/0031910410001693218

    • Popova, 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.
      DOI: http://doi.org/10.1080/0031910410001693272

    • Aveyard, P, Markham, WA, Lancashire, E, Bullock, A, Macarthur, C, Cheng, KK, Daniels, H (2004) “The influence of school culture on smoking among pupils.”, Social science & medicine (1982). 58(9) 1767-1780.
      DOI: http://doi.org/10.1016/s0277-9536(03)00396-4

    • Cole, 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.
      DOI: http://doi.org/10.1080/0305498032000080675

    • Berridge, D, Beecham, J, Brodie, I, Cole, T, Daniels, H, Knapp, M, MacNeill, V (2003) “Services for troubled adolescents: Exploring user variation”, Child and Family Social Work. 8(4) 269-279.
      DOI: http://doi.org/10.1046/j.1365-2206.2003.00295.x

    • Visser, J, Cole, T, Daniels, H (2002) “Inclusion for the difficult to include”, Support for Learning. 17(1) 23-26.
      DOI: http://doi.org/10.1111/1467-9604.00228

    • Daniels, 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.
      DOI: http://doi.org/10.1080/03054980220143441a

    • Daniels, H (2002) “Mind, Culture and Activity: Introduction”, Mind, Culture, and Activity. 9(4) 249+.
      DOI: http://doi.org/10.1207/s15327884mca0904_01

    • Cole, T, Visser, J, Daniels, H (2001) “Inclusive practice for pupils with emotional and behavioural difficulties in mainstream schools”, International Perspectives on Inclusive Education. 1 183-194.
      DOI: http://doi.org/10.1016/s1479-3636(01)80014-3

    • Daniels, H, Creese, A, Hey, V, Leonard, D, Smith, M (2001) “Gender and learning: Equity, equality and pedagogy”, Support for Learning. 16(3) 112-116.
      DOI: http://doi.org/10.1111/1467-9604.00201

    • Daniels, 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.
      DOI: http://doi.org/10.1080/13632750100507661

    • Creese, 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.
      DOI: http://doi.org/10.1080/02671520050128786

    • Tweddle, 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 and Education. 35(4) 309-325.
      DOI: http://doi.org/10.1016/S0360-1315(00)00045-2

    • Daniels, H (2000) “The 1999 David Wills lecture re-thinking causation: Biology, psychology and EBD”, Emotional and Behavioural Difficulties. 5(2) 10-17.
      DOI: http://doi.org/10.1080/13632750008550190

    • Daniels, 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.
      DOI: http://doi.org/10.1111/1467-8527.00137

    • Fielding, S, Daniels, H, Creese, A, Hey, V, Leonard, D (1999) “The (mis)use of SATs to examine gender and achievement at key stage 2”, International Journal of Phytoremediation. 21(1) 169-187.
      DOI: http://doi.org/10.1080/0958517990100202

    • Daniels, H, Chorley, D, Harrop, J, Johnson, M (1999) “NASEN Academic Book Award 1998”, British Journal of Special Education. 26(1) 59-60.
      DOI: http://doi.org/10.1111/1467-8527.00105

    • Daniels, H, Smith, M (1998) “Differences, difficulty and equity: Gender, race and SEN”, Management in Education. 12(1) 5-8.
      DOI: http://doi.org/10.1177/089202069801200102

    • Creese, 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.
      DOI: http://doi.org/10.1111/1467-9604.00070

    • Norwich, 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.
      DOI: http://doi.org/10.1080/0305569970230101

    • Daniels, H (1996) “Back to basics: Three ‘R’s for Special Needs Education”, British Journal of Special Education. 23(4) 155-161.
      DOI: http://doi.org/10.1111/j.1467-8578.1996.tb00968.x

    • Daniels, H, Holst, J, Lunt, I, Johansen, LU (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.
      DOI: http://doi.org/10.1080/0305498960220104

    • Daniels, 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.
      DOI: http://doi.org/10.1080/0305569950210103

    • Daniels, H (1995) “Pedagogic Practices, Tacit Knowledge and Discursive Discrimination: Bernstein and post-Vygotskian post-Vygotskian research”, British Journal of Sociology of Education. 16(4) 517-531.
      DOI: http://doi.org/10.1080/0142569950160406

    • Norwich, B, Daniels, H, Anghileri, N (1994) “Teacher Support Teams in Primary Schools”, Education 3-13. 22(3) 44-49.
      DOI: http://doi.org/10.1080/03004279485200291

    • Daniels, H (1993) “Perspectives on Reading Difficulty”, Cambridge Journal of Education. 23(1) 57-64.
      DOI: http://doi.org/10.1080/0305764930230107

    • DANIELS, H (1993) “Coping with mathematics in the National Curriculum: Pupil strategies and teacher responses”, Support for Learning. 8(2) 65-69.
      DOI: http://doi.org/10.1111/j.1467-9604.1993.tb00122.x

    • DANIELS, 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.
      DOI: http://doi.org/10.1111/j.1467-9604.1993.tb00143.x

    • Daniels, H, Lunt, I (1993) “Vygotskian Theory and Special Education Practice in Russia”, Educational Studies. 19(1) 79-89.
      DOI: http://doi.org/10.1080/0305569930190105

    • Daniels, H (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.
      DOI: http://doi.org/10.1080/0885625920070202

    • DANIELS, H, HOGG, B (1991) “European integration: A view of regional practices”, Support for Learning. 6(4) 178-182.
      DOI: http://doi.org/10.1111/j.1467-9604.1991.tb00440.x

    • Daniels, H (1990) “Number Competence and Communication Difficulty: A Vygotskian analysis”, Educational Studies. 16(1) 49-59.
      DOI: http://doi.org/10.1080/0305569900160104

    • Cowan, R, Daniels, H (1989) “Children's use of counting and guidelines in judging relative number.”, The British journal of educational psychology. 59 ( Pt 2) 200-210.
      DOI: http://doi.org/10.1111/j.2044-8279.1989.tb03091.x

    • Daniels, H, Lee, J (1989) “Stories, Class and Classrooms: Classic tales and popular myths”, Educational Studies. 15(1) 3-14.
      DOI: http://doi.org/10.1080/0305569890150101

    • Daniels, H (1989) “Visual Displays as Tacit Relays of the Structure of Pedagogic Practice”, British Journal of Sociology of Education. 10(2) 123-140.
      DOI: http://doi.org/10.1080/0142569890100201

    • Daniels, H (1988) “News in Special Education New action programme of the European Community”, European Journal of Special Needs Education. 3(1) 60-62.
      DOI: http://doi.org/10.1080/0885625880030106

    • Daniels, H, Porter, J, Sandow, S (1988) “New Issues in In‐service Education”, British Journal of Special Education. 15(3) 127-129.
      DOI: http://doi.org/10.1111/j.1467-8578.1988.tb00738.x

    • Daniels, H (1988) “Misunderstandings, Miscues and Maths”, British Journal of Special Education. 15(1) 11-13.
      DOI: http://doi.org/10.1111/j.1467-8578.1988.tb00714.x

    • Daniels, H, Sandow, S (1987) “Will Circular 6/86 Frustrate the 1981 Act?”, British Journal of Special Education. 14(1) 10-10.
      DOI: http://doi.org/10.1111/j.1467-8578.1987.tb00262.x

    • Daniels, H (1986) “Teachers' evaluative criteria transmitted through pupils' marking of written work”, Support for Learning. 1(1) 30-35.
      DOI: http://doi.org/10.1111/j.1467-9604.1986.tb00213.x

    • Daniels, H “Vygotsky og inkludering”, Spesialpedagogikk. 4 4-14.

    • Daniels, H, TSE, HM “Bernstein and Vygotsky: how the outside comes in and the inside goes out”, British Journal of Sociology of Education.
      DOI: http://doi.org/10.1080/01425692.2020.1852070

    • Daniels, HRJ “Learning in cultures of social interaction”, CPU-e : Revista de Investigación Educativa.
      DOI: http://doi.org/10.6018/rie.34.2.252801

    • Daniels, HRJ “An activity theory analysis of learning in and for inter-school work”, Educação. 39
      DOI: http://doi.org/10.15448/1981-2582.2016.s.24319

    • THOMPSON, IAN, DANIELS, H, Tawell, A, McCluskey, G, Cole, T “Exclusion from school in Scotland and across the UK: Contrasts and questions”, British Educational Research Journal.
      DOI: http://doi.org/10.1002/berj.3555

    • Daniels, HRJ “Design as a social practice: The experience of new build schools”, Cadernos de Educação,.
      DOI: http://doi.org/10.15210/caduc.v0i56.11780

    • Harry Daniels, Van der Riet, M, Daniels, HRJ “Young people’s investments in sexual relationships: a different prioritization of self in the negotiation of safe sex practices in South Africa”, Sexualities.
      DOI: http://doi.org/10.1177/1363460718780865

    • THOMPSON, IAN, Ortega, L, Boda, Z, Daniels, H “Understanding the structure of school staff advice relations: an inferential social network perspective”, International Journal of Educational Research.
      DOI: http://doi.org/10.1016/j.ijer.2019.101517

    • DANIELS, H, THOMPSON, IAN, Tawell, A “Practices of exclusion in cultures of inclusive schooling in the United Kingdom”, Revista Publicaciones.
      DOI: http://doi.org/10.30827/publicaciones.v49i3.11402

    • THOMPSON, IAN, DANIELS, H, Ortega, L “School staff advice-seeking patterns regarding support for vulnerable students”, Journal of Educational Administration. 58(2) 151-170.
      DOI: http://doi.org/10.1108/JEA-12-2018-0236

    • DANIELS, H, TSE, HM, Ortega, L, Stables, A, Cox, S “Changing schools: A study of primary secondary transfer using Vygotsky and Bernstein”, British Journal of Sociology of Education.
      DOI: http://doi.org/10.1080/01425692.2019.1601546

    • THOMPSON, IAN, TAWELL, A, Daniels, H “Conflicts in professional concern and the exclusion of pupils with SEMH in England”, Emotional and Behavioral Difficulties.
      DOI: http://doi.org/10.1080/13632752.2021.1898769

  • Reports

    • Tawell, A, Thompson, I, Daniels, H, Elliott, V, Dingwall, N (2015) Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. Oxford University Department of Education.

    • Daniels, H, Edwards, A (2012) Leading for learning: how the intelligent leader builds capacity. Nottingham: 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. Nottingham: DCSF.

  • Other

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