Publications

Publications since 2009

Books

  • Wells, G. and Edwards, A. (2013) (Eds.) Pedagogy in Higher Education: a cultural historical approach. Cambridge: Cambridge University Press.
  • Cole, T., Daniels, H.. and Visser, J (2012) (Eds.) The Routledge International Companion to Emotional and Behavioural Difficulties. London: Routledge
  • Daniels, H. (2012) Vygotsky and Sociology. London: Routledge
  • Hedegaard, M., Edwards, A. and Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press.
  • Lauder, H, Young, M., Daniels, H., Balarin, M., and Lowe, J. (Eds.) (2012) Educating for the Knowledge Economy? Critical Perspectives, Abingdon, Routledge
  • Visser, J Daniels, H.. and Cole, T. (Eds.) (2012 ) Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties London: Sage
  • Daniels, H. (2011) Vygotsky e a Pesquisa Sao Paulo: Edicoes Loyola
  • Daniels, H., Lauder, H and Porter, J (Eds.) (2011 in paperback) Educational Theories, Cultures and Learning,: A Critical Perspective, London, Routledge.
  • Daniels, H., Lauder, H, and Porter, J., (Eds.) (2011 in paperback) Knowledge, Values and Educational Policy: A Critical Perspective, Abingdon, Routledge.
  • Daniels, H., and Hedegaard, M. (Eds.) (2011) Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. London: Continuum
  • Edwards, A. (2010) Being an expert professional practitioner: the relational turn in expertise Dordrecht, Springer.
  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. and Warmington, P. (2009) Improving inter-professional collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H.,  Edwards, A., Engeström, Y., and Ludvigsen, S. (Eds) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London, Routledge.
  • Daniels, H., Lauder, H., and Porter, J. (2009) (Eds.) Educational Theories, Cultures and learning: A critical perspective. Abingdon: Routledge
  • Daniels, H., Lauder, H., and Porter, J. (2009) (Eds.) Knowledge, Values and Educational Policy: A critical perspective. Abingdon: Routledge
  • Ellis, V., Edwards, A. and P. Smagorinsky, P.  (Eds.) (2009) Learning teaching: cultural historical perspectives on teacher education and development. London, Routledge.
  • Sannino, A., Daniels, H., and Gutierrez, K. (Eds) (2009) Learning and Expanding with Activity Theory. New York : Cambridge University Press

Chapters in books

2013

  • Daniels, H. and Johnson, P. (2013) Researching Technologies for Enhancing Collective Creativity in Interagency Working in A. Sannino and V. Ellis (Eds) Learning and Collective Creativity Activity-Theoretical and Sociocultural Studies. Abingdon: Routledge
  • Daniels, H. (2013) Researching complex systems: developing a language of description in V. Farnsworth and  Y. Solomon (Eds) Reframing Educational Research: Resisting the ‘what works’ agenda. Abingdon: Routledge  pp.90-102
  • Daniels, H. and Edwards, A. (2013) School Leaders and Learning Cultures in School: The Case for Intelligent Leadership Chapter 8 in David Hung, Kenneth Y. T. Lim and Shu-Shing Lee (Eds) Adaptivity as a Transformative Disposition for Learning in the 21st Century. Singapore: Springer
  • Edwards, A. and Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino and V. Ellis (Eds) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.
  • Childs, A., Edwards, A. and McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships? In O. McNamara et al. (Eds) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer.
  • Edwards, A. (in press) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.

2012

  • Daniels, H. (2012) Vygotsky and Bernstein in H. Daniels (ed) Vygotsky and Sociology. London: Routledge
  • Daniels, H. (2012) A brief introduction in H. Daniels (ed) Vygotsky and Sociology. London: Routledge
  • Daniels, H. (2012) Changing Situations and Motives in M. Hedegaard, A. Edwards, and M. Fleer (Eds) Motives in Children’s Development: Cultural-Historical Approaches,. Cambridge : Cambridge University Press
  • Daniels, H. (2012) Analysing trajectories of professional learning in changing workplaces. in D. Scott (Ed) Theories of Learning. London SAGE Publications ISBN: 978-1-4462-0907-3 reprinted from Daniels (2011) Culture & Psychology, 17 (3), pp. 359-377
  • Daniels, H. (2012) Learning and Contradiction across Boundaries in Lauder, H., Young., M., Daniels, H, Balarin., M and Lowe, J (eds.) (2012) Education for the Knowledge Economy: Critical Perspectives, Abingdon, Routledge.
  • Daniels, H. (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. and Edwards, A. (2012) Integrating children’s services, in G. Head (Ed.) Professionals, Children and the Community: working together, London, Pearson. pp. 50-61.
  • Edwards, A. (2012) Edited four chapter section on Professional Learning and Development and a chapter with V. Ellis on The Professional Development of Teachers: European perspectives, in C. Day (Ed) International Handbook on Teacher and School Development, London: Routledge. pp. 302-311.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards and M. Fleer (Eds) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. (2012) User engagement and the processes of educational research, in L. Farrell and T. Fenwick (Eds) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London, Routledge.
  • Edwards, A. and Ellis, V. (2012) The professional development of teachers: European perspectives, in C. Day (Ed) International Handbook on Teacher and School Development, London: Routledge. pp. 302-311.
  • Lauder, H., Young., M., Daniels, H, Balarin., M and Lowe, J (2012) Introduction, Education for the Knowledge Economy: Critical Perspectives in Lauder, H., Young., M., Daniels, H, Balarin., M and Lowe, J (eds.) (2012) Education for the Knowledge Economy: Critical Perspectives, Abingdon, Routledge.

 2011

  • Daniels, H. (2011) The ‘social’ in post-vygotskian theory. In  D. Wyse (Ed) Literacy Teaching and Learning London: Sage (ISBN  978-0-85702-507-4 ) reprinted from Theory & Psychology, 16(1) (2006)Pages: 37-49
  • Daniels, H. (2011) An Approach to Notions of Subject Position and Discourse in Activity Theory in C. Kanes (Ed) Elaborating Professionalism: Studies in Practice and Theory Series: Innovation and Change in Professional Education, Vol. 5 London: Springer pp 167-182
  • Daniels, H. (2011) Support for Children and Schools  through Cultural Intervention in H. Daniels, and M. Hedegaard, (Eds.) (2011) Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. London: Continuum
  • Daniels, H. (2011) Subject position and discourse in Activity Theory in D. Frandji and P. Vitale (Eds) Knowledge, Pedagogy and Society: International Perspectives on Basil Bernstein’s Sociology of Education. Abingdon: Routledge

2010

  • Daniels, H. (2010) Using and developing Activity Theory: Subject Position and Discourse in Multi-agency Settings in P. Aunio, M. Jahnukainen, M. Kalland and J. Silvonen  (Eds.) Piaget is dead, Vygotsky is still alive or?. Helsinki: Finnish Educational Research Association
  • Daniels, H. (2010.)  Subject Position and Identity in Changing Workplaces in P. Singh, A. Sadovnik and S. Semel (Eds) Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein’s Sociology of Knowledge. New York,  Peter Lang, pp 103-120
  • Daniels, H. (2010) Vygotsky and Psychology Chapter 26 in U. Goswami (Ed.) Childhood Cognitive Development second edition. Chichester: Wiley-Blackwell pp. 673-697
  • 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 pp 29-61
  • Porter J. and Daniels H. (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. pp. 191-196
  • Daniels, H., Leadbetter, J., Soares, A., and MacNab, N. (2010) Learning in and for cross school working in B. Siebert (Ed) Integrative Padogogik und die Kulturhistorische Theorie. Frankfurt: Peter Lang
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education? In V. Ellis, A. Edwards and P. Smagorinsky (Eds) Learning teaching: cultural historical perspectives on teacher education and development. London, Routledge, pp. 63-77
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations. In S Ludvigsen, A. Lund & R. Saljo (Eds.) Learning Across Sites London, Routledge.

2009

  • Daniels H. and Porter. J (2009) Learning needs and difficulties among children of primary school age: Definition, identification, provision and issues Chapter 9 in R. Alexander with C. Doddington, J. Gray, L. Hargreaves and R. Kershner (Eds.)The Cambridge Primary Review Research Surveys. London: Routledge. pp 217-240
  • Daniels, H. (2009) Implicit or invisible mediation in the development of interagency work in H., Daniels, A., Edwards, Y., Engestrom, T., Gallagher, and S. Ludvigsen, (Eds) (2009) Activity Theory in Practice: Promoting learning across boundaries and agencies. Abingdon: Routledge
  • Edwards, A. and Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström and S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London, Routledge, pp. 126-139.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels, and K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A  (2009) Becoming a Teacher, in H. Daniels, J. Porter and H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London, Routledge, pp. 153-164.
  • Sannino, A., Daniels, H., and Gutierrez, K  (2009) Activity theory between Historical Engagement and Future making Practices in A., Sannino, H., Daniels, and K. Gutierrez, (Eds.) (2009) Learning and Expanding with Activity Theory. New York : Cambridge University Press pp 1-18
  • Sannino, A., Daniels, H., and Gutierrez, K  (2009) Editors Introduction in A., Sannino, H., Daniels, and K. Gutierrez, (Eds) (2009) Learning and Expanding with Activity Theory. New York : Cambridge University Press pp XI-1
  • Warmington, P., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Brown, S., Popova, A. and Apostolov, A.  (2009) Learning leadership in multiagency work, in J. Forbes and C. Watson (Eds.) Service integration in schools: research and policy discourses, practices and future prospects (Rotterdam: Sense).

Refereed articles

2013

  • Thompson, I. (2013) ‘The Mediation of Learning in the Zone of Proximal Development through a Co-constructed Writing Activity.’ Research in the Teaching of English. 47 (3), pp. 247-276.
  • J. Porter, J. Georgeson , H. Daniels , S. Martin, & A. Feiler (2013) Reasonable Adjustments for Disabled Pupils: What support do parents want for their child? European Journal of Special Needs Education, Vol. 28, No. 1, pp. 1 – 18

2012

  • Daniels H. (2012) Institutional culture, social interaction and learning Learning, Culture and Social Interaction Volume 1, Issue 1, March 2012, Pages 2–11
  • Edwards, A. (2012) The Role of Common Knowledge in Achieving Collaboration across Practices. Learning, Culture and Social Interaction. 1(1) 22-32.
  • Edwards, A. & Daniels, H. (2012) The Knowledge that Matters in Professional Practices. Journal of Education and Work. 25(1), 39-58.
  • Thompson, I. (2012) ‘Planes of Communicative Activity in Collaborative Writing.’ Changing English. 19 (2),  pp.209-220.
  • Thompson, I. (2012) ‘Stimulating Reluctant Writers: a Vygotskian Approach to Teaching Writing in Secondary Schools.’ English in Education. 46 (1), pp.84-91

2011

  • Daniels, H., (2011) Analysing trajectories of professional learning in changing workplaces. Culture & Psychology, 17 (3), pp. 359-377.
  • Daniels, H. (2011) The Shaping of Communication across Boundaries “Learning At The Boundary”  a special issue in International Journal of Educational Research 50 (2011) 40–47
  • Daniels, H. (2011) Exclusion from School and Its Consequences // Психологическая наука и образование. (Psychological Science and Education) 2011. №1. – C. 38-50
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research, (50) 33-39.
  • Meier, G. & Daniels, H. (2011) ‘Just not being able to make friends’: Social interaction during the year abroad in modern foreign language degrees. In Research Papers in Education, 1-27, iFirst Article. Available from http://dx.doi.org/10.1080/02671522.2011.629734.
  • Porter J., Daniels H., Feiler A., & Georgeson J., (2011) Recognizing the Needs of Every Disabled Child: the development of tools for a disability census. British Journal of Special Educational Needs Volume 38 • Number 3 • pp. 120-125
  • Porter J., Daniels H., Feiler A., & Georgeson J., (2011) Collecting Disability Data from Parents; Research Papers in Education.  Vol. 26, No. 4 pp 427 – 444 DOI : 10.1080/02671520903281625

2010

  • Daniels, H. (2010) Motives, emotion and change Cultural-Historical Psychology No. 2, (2010) pp. 24- 33
  • Daniels, H. and 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
  • Daniels, H. (2010) The mutual shaping of human action and institutional settings:  a study of the transformation of children’s services and professional work The British Journal of Sociology of Education Volume 31, Number 4, pp. 377-393
  • Daniels, H. (2010) Situating pedagogy: moving beyond an interactional account Pedagogies: An International Journal Vol. 5, No. 1, pp. 27–36
  • Edwards, A., Lunt, I. and Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1. 27-45.

2009

  • Brown, S., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Warmington P., Popova, A., and Apostolov, A.,  (2009) Imaginary epistemic objects in integrated children’s services Society and Business Review Vol. 4 No. 1 pp. 58-68
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Shaw, I., Morris, K. and Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.

Reports

2009-2013

  • Edwards, A.  and Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Daniels, H. and Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Hannan, S., Canwell, A., Longfils, H. and Edwards, A. (2011) The Resourceful Leader Nottingham: National College.
  • Porter J, Daniels H., Martin S., Hacker J., Feiler A., & Georgeson G. (2010) Testing of Disability Identification Tool for Schools. Research Report DFE-RR025
  • Edwards, A. and Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council.