Department of Education

Professor 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, 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) “Mediation: An expansion of the socio-cultural gaze”, HISTORY OF THE HUMAN SCIENCES.
      DOI: http://doi.org/10.1177/0952695114559994

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

    • 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

  • Books

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

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

  • Book chapters

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

    • 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) “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

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

    • 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, 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

    • 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

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

    • 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.

    • 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, 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.

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

    • 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

    • 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.

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

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

    • 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.

    • Broadberry, S, Hindle, S (2011) Editors’ introduction. 1-7

    • Daniels, H (2011) Analysing trajectories of professional learning in changing workplaces. 359-377
      DOI: http://doi.org/10.1177/1354067X11408137

    • 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.

    • 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.

    • 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) “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) “Vygotsky and Psychology”, In: U Goswami (ed.) The Wiley-Blackwell Handbook of Childhood Cognitive Development, 2nd Edition. Chichester: John Wiley & Sons. 673-697

    • 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 (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.

    • 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, 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 (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.

    • 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.

    • Sannino, A, Daniels, H, Gutierrez, K (2009) “Activity theory between Historical Engagement and Future making Practices”, In: A Sannino, H Daniels, K Gutierrez (eds.) Learning and Expanding with Activity Theory. New York: Cambridge University Press. 1-18

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

    • 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/10.1017/CCOL052183104

    • 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 (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) Tawell, A., Thompson, I., Daniels, H. and Rubtsova, O. (2016). Being Other: Transforming the social situation of development through drama. In: The materials of international symposium: scientific school of L.A. Vygotsky: traditions & innovations, 27-28th June 2016, Moscow. Moscow State University of Psychology & Education, pp.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 (2018) “Welcome to issue 23(3) of the Journal!”, Emotional and Behavioural Difficulties. 23(3) 227-229.
      DOI: http://doi.org/10.1080/13632752.2018.1500265

    • 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) “Welcome to issue 23(2) of the journal”, Emotional and Behavioural Difficulties. 23(2) 109-110.
      DOI: http://doi.org/10.1080/13632752.2018.1471855

    • Daniels, H (2017) “Editorial”, Emotional and Behavioural Difficulties. 22(2) 97+.
      DOI: http://doi.org/10.1080/13632752.2017.1312807

    • 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, DH, Tse, HM, Stables, A, Cox, S (2017) “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 (2017) “Welcome to Issue 4 of Volume 22 of the journal”, Emotional and Behavioural Difficulties. 22(4) 291-292.
      DOI: http://doi.org/10.1080/13632752.2017.1384639

    • 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

    • Daniels, H (2016) “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 (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, HRJ (2016) “Applying Activity Theory in Multiagency Settings”, Cultural-Historical Psychology. 12(3) 15-26.

    • Daniels, H (2016) “Editorial”, Emotional and Behavioural Difficulties. 21(4) 343+.
      DOI: http://doi.org/10.1080/13632752.2016.1242949

    • Daniels, H (2016) “Editorial”, Emotional and Behavioural Difficulties. 21(3) 257+.
      DOI: http://doi.org/10.1080/13632752.2016.1215110

    • 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 (2015) “Editorial”, Emotional and Behavioural Difficulties. 20(2) 115-116.
      DOI: http://doi.org/10.1080/13632752.2015.1032107

    • 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 (2015) “Editorial”, Emotional and Behavioural Difficulties. 20(3) 227-228.
      DOI: http://doi.org/10.1080/13632752.2015.1100817

    • 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

    • 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

    • 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, 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.

    • 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

    • 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

    • 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

    • 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

    • 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 (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.

    • 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

    • Daniels, H (2009) “Situating pedagogy: moving beyond an interactional account”, Pedagogies: An International Journal. 5(1) 27-36.
      DOI: http://doi.org/10.1080/15544800903406282

    • 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 ReviewJ Moriceau (ed.) . 4(1) 58-68.
      DOI: http://doi.org/10.1108/17465680910932478

    • Macnab, N, Visser, J, Daniels, H (2008) “RESEARCH SECTION: 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, 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 (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

    • Parsons, S, Daniels, H, Porter, J, Robertson, C (2007) “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. 0(0) 070702031251001-???.
      DOI: http://doi.org/10.1111/j.1468-3148.2007.00361.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, Warmington, P (2007) “Analysing third generation activity systems: labour‐power, subject position and personal transformation”, Journal of Workplace LearningY Engeström (ed.) . 19(6) 377-391.
      DOI: http://doi.org/10.1108/13665620710777110

    • 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) “Learning in and for cross‐school working”, Oxford Review of Education. 33(2) 125-142.
      DOI: http://doi.org/10.1080/03054980701259469

    • 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. 19(5) 356-362.
      DOI: http://doi.org/10.1016/j.clon.2007.02.005

    • 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

    • 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) “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

    • 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

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

    • 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

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

    • Harry Daniels, Van der Riet, M, Daniels, HRJ “Young people’s investments in sexual relationships: a different prioritisation of self in the negotiation of safe sex practices in South Africa”, Sexualities.

  • 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.

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