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:

  • 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, Ferrand, LO, Stables, A, Cox, S (2019) “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

    • Daniels, H, Tse, HM, Stables, A, Cox, S (2019) “Design as a social practice: the experience of new-build schools”, CAMBRIDGE JOURNAL OF EDUCATION.
      DOI: http://doi.org/10.1080/0305764X.2018.1503643

    • DANIELS, H, Stables, A, TSE, HM, Cox, S (2019) School design matters. Abingdon: Routledge.

    • Tse, HM, Daniels, H, Stables, A, Cox, S (2018) Designing Buildings for the Future of Schooling Contemporary Visions for Education. Routledge.

    • 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 (2016) “Vygotsky and Bernstein in the Light of Jewish Tradition”, 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.

    • 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.

    • Daniels, H (2014) Learning contexts for children and young people with learning differences.

    • 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,.

  • Books

    • DANIELS, H, Stables, A, TSE, HM, Cox, S (2019) School design matters. Abingdon: Routledge.

    • Tse, HM, Daniels, H, Stables, A, Cox, S (2018) Designing Buildings for the Future of Schooling Contemporary Visions for Education. Routledge.

    • Daniels, H (2017) Introduction to vygotsky: Third edition.
      DOI: http://doi.org/10.4324/9781315647654

    • Daniels, H (2016) Vygotsky and Pedagogy.
      DOI: http://doi.org/10.4324/9781315617602

    • Daniels, H, Edwards, A, Engeström, Y, Gallagher, T, Ludvigsen, SR (2013) Activity theory in practice: Promoting learning across boundaries and agencies.
      DOI: http://doi.org/10.4324/9780203609439

    • Daniels, H, Edwards, A (2013) Introduction.
      DOI: http://doi.org/10.4324/9780203609439

    • Daniels, H, Garner, P (2013) World Yearbook of Education 1999 Inclusive Education. Routledge.

    • Daniels, H, Edwards, A (2012) Leading for learning. Nottingham: National College for School Leadership.

    • Visser, J, Daniels, H, Cole, T (2012) Transforming Troubled Lives Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties. Emerald Group Publishing.

    • Lauder, H, Young, M, Daniels, H (2012) Educating for the Knowledge Economy? Critical Perspectives. Taylor & Francis US.

    • Daniels, H (2011) Vygotsky e a Pesquisa. Sao Paolo: Edicoes Loyola.

    • Daniels, H, Hedegaard, M (2011) Vygotsky and Special Needs Education Rethinking Support for Children and Schools. A&C Black.

    • Edwards, A, Daniels, H, Gallagher, T, Leadbetter, J, Warmington, P (2009) Improving inter-professional collaborations: Multi-agency working for children's wellbeing.
      DOI: http://doi.org/10.4324/9780203884058

    • Daniels, HRJ (2006) Vygotsky and Pedagogy (in Japanese). Osaka: Kansai University Press.

  • Book chapters

    • 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.

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

    • Guigon, G, Rodriguez-Pereyra, G (2015) Introduction. 1-16
      DOI: http://doi.org/10.4324/9781315724874

    • 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, 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 (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).

    • Learoyd-Smith, S, Daniels, H (2014) “Social contexts, cultures and environments”, In: The SAGE Handbook of Emotional and Behavioral Difficulties. 145-164
      DOI: http://doi.org/10.4135/9781446247525.n11

    • 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.

    • 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

    • Daniels, H (2014) Learning contexts for children and young people with learning differences. 515-534

    • 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 (2013) “Implicit or invisible mediation in the development of interagency work”, In: Activity Theory in Practice: Promoting Learning Across Boundaries and Agencies. 105-125
      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

    • Daniels, H, Edwards, A (2013) “Integrating children's services”, In: Children's Services: Working Together. 50-61
      DOI: http://doi.org/10.4324/9781315833439

    • 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.

    • Daniels, H (2012) “A brief introduction”, In: H Daniels (ed.) Vygotsky and Sociology. London: Routledge.

    • Daniels, H (2012) “Vygotsky and Bernstein”, In: Vygotsky and Sociology. 44-60
      DOI: http://doi.org/10.4324/9780203112991

    • 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) “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

    • 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) “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

    • Sannino, A, Daniels, H, Gutiérrez, KD (2009) “Activity theory between historical engagement and future-making practice”, In: Learning and Expanding with Activity Theory. 1-15
      DOI: http://doi.org/10.1017/CBO9780511809989.002

    • 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.

    • 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, 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, 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 (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: 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, Cole, M, Wertsch, JV (2007) Editors' introduction. 1-17
      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 (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, 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, 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/10.1017/CCOL052183104

    • 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, 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, HRJ, Tse, HM “Design as a Social Practice”, In: Making Education: Governance by Design.

  • 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

    • DANIELS, H, THOMPSON, I, Tawell, A (2019) “After Warnock: The effects of perverse incentives in policies in England for students with special educational need”, Frontiers in Education.

    • Daniels, H, Tse, HM, Ferrand, LO, Stables, A, Cox, S (2019) “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

    • Daniels, H, Tse, HM, Stables, A, Cox, S (2019) “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

    • van 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.
      DOI: http://doi.org/10.1177/1363460718780865

    • 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

    • 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, 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.

    • Daniels, H (2016) “Learning in cultures of social interaction”, Revista de Investigacion Educativa. 34(2) 315-328.
      DOI: http://doi.org/10.6018/rie.34.2.252801

    • Daniels, H (2016) “Vygotsky and Bernstein in the Light of Jewish Tradition”, SLAVIC REVIEW. 75(2) 504-505.
      DOI: http://doi.org/10.5612/slavicreview.75.2.504

    • 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

    • 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

    • 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

    • 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, 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.

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

    • 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

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

    • 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

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

    • 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

    • 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, Soares, A, MacNab, N (2007) “Promoting Creativity within and across schools: An application of Activity Theory”, Cultural-historical Psychology. 2 21-32.

    • 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

    • 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.

    • 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) “Analysing institutional effects in Activity Theory: First steps in the development of a language of description”, Outlines: Critical Social Studies. 8(2) 43-58.

    • 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

    • 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

    • Daniels, DH, Tse, HM, Stables, A, Cox, S “Design as a Social Practice: the Experience of New Build Schools”, Cadernos de Educação. (56)
      DOI: http://doi.org/10.15210/caduc.v0i56.11780

    • Daniels, H “An activity theory analysis of learning in and for inter-school work”, Educação. 39(4) 24-24.
      DOI: http://doi.org/10.15448/1981-2582.2016.s.24319

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

  • 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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