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Department of Education

Harry Daniels

Emeritus Professor

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:

  • Books

    • Daniels, H., Stables, A., Cox, S., & TSE, H. (2019). School Design Matters : How School Environments Relate to the Practice and Experience of Teaching and Learning. Routledge. https://www.routledge.com/School-Design-Matters-How-School-Design-Relates-to-the-Practice-and-Experience/Daniels-Stables-Tse-Cox/p/book/9781138280113

    • Ming Tse, H., Daniels, H., Cox, S., & Stables, A. (2018). Introduction (pp. 1-9). https://doi.org/10.4324/9781315148366-1
      DOI: https://doi.org/10.4324/9781315148366-1

    • Ming Tse, H., Daniels, H., Cox, S., & Stables, A. (2018). Designing buildings for the future of schooling: Contemporary visions for education (pp. 1-192). https://doi.org/10.4324/9781315148366
      DOI: https://doi.org/10.4324/9781315148366

    • Daniels, H. (2017). Introduction to vygotsky: Third edition (pp. 1-294). https://doi.org/10.4324/9781315647654
      DOI: https://doi.org/10.4324/9781315647654

    • Daniels, H. (2016). Vygotsky and Pedagogy (pp. 1-198). https://doi.org/10.4324/9781315617602
      DOI: https://doi.org/10.4324/9781315617602

    • Daniels, H., & Gamer, P. (2013). Introduction (pp. 1-10).

    • Daniels, H., & Gamer, P. (2013). Inclusive education (pp. 1-268). https://doi.org/10.4324/9780203062449
      DOI: https://doi.org/10.4324/9780203062449

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

    • Daniels, H., & Edwards, A. (2013). Introduction (pp. 1-8). https://doi.org/10.4324/9780203609439-8
      DOI: https://doi.org/10.4324/9780203609439-8

    • Creese, A., Daniels, H., & Norwich, B. (2013). Teacher support teams in primary and secondary schools: Resource materials for teachers (pp. 1-59). https://doi.org/10.4324/9781315068039
      DOI: https://doi.org/10.4324/9781315068039

    • Daniels, H., Edwards, A., Engeström, Y., Gallagher, T., & Ludvigsen, S. (2013). Activity theory in practice: Promoting learning across boundaries and agencies (pp. 1-240). https://doi.org/10.4324/9780203609439
      DOI: https://doi.org/10.4324/9780203609439

    • Daniels, H., & Edwards, A. (2013). Introduction (pp. 1-8). https://doi.org/10.4324/9780203609439
      DOI: https://doi.org/10.4324/9780203609439

    • Daniels, H. (2012). Teachers and learners: Introduction (pp. 135-137). https://doi.org/10.4324/9780203379417
      DOI: https://doi.org/10.4324/9780203379417

    • Daniels, H. (2012). A brief introduction (pp. 1-4). https://doi.org/10.4324/9780203112991
      DOI: https://doi.org/10.4324/9780203112991

    • Daniels, H., Lauder, H., & Porter, J. (2012). Introduction: From plato to monday morning (pp. 1-6). https://doi.org/10.4324/9780203379417
      DOI: https://doi.org/10.4324/9780203379417

    • Daniels, H., Lauder, H., & Porter, J. (2012). Introduction: From plato to Monday morning (pp. 1-6). https://doi.org/10.4324/9780203378595
      DOI: https://doi.org/10.4324/9780203378595

    • Lauder, H., Young, M., Daniels, H., Balarin, M., & Lowe, J. (2012). Educating for the knowledge economy?: critical perspectives (pp. 1-249). https://doi.org/10.4324/9780203817698
      DOI: https://doi.org/10.4324/9780203817698

    • Cole, T., Daniels, H., & Visser, J. (2012). Introduction to section III (pp. 133-137). https://doi.org/10.4324/9780203117378
      DOI: https://doi.org/10.4324/9780203117378

    • Cole, T., Daniels, H., & Visser, J. (2012). Introduction to section ii (pp. 57-88). https://doi.org/10.4324/9780203117378
      DOI: https://doi.org/10.4324/9780203117378

    • Daniels, H., & Edwards, A. (2012). Leading for learning. 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.

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

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

    • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J., & Warmington, P. (2009). Improving inter-professional collaborations: Multi-agency working for children’s wellbeing (pp. 1-222). https://doi.org/10.4324/9780203884058
      DOI: https://doi.org/10.4324/9780203884058

    • Sannino, A., Daniels, H., & Gutiérrez, K. (2009). Editors’ introduction (pp. 9-21). https://doi.org/10.1017/CBO9780511809989.001
      DOI: https://doi.org/10.1017/CBO9780511809989.001

    • Sannino, A., Daniels, H., & Gutiérrez, K. (2009). Learning and expanding with activity theory (pp. 1-367). https://doi.org/10.1017/CBO9780511809989
      DOI: https://doi.org/10.1017/CBO9780511809989

    • Daniels, H. (2008). Vygotsky and research (pp. 1-207). https://doi.org/10.4324/9780203891797
      DOI: https://doi.org/10.4324/9780203891797

    • Daniels, H., Cole, M., & Wertsch, J. (2007). The Cambridge companion to Vygotsky (pp. 1-462). https://doi.org/10.1017/CCOL0521831040
      DOI: https://doi.org/10.1017/CCOL0521831040

    • Moore, R., Arnot, M., Beck, J., & Daniels, H. (2006). Introduction (pp. 1-8). https://doi.org/10.4324/9780203965047
      DOI: https://doi.org/10.4324/9780203965047

    • Daniels, H. (2006). Vygotsky and Pedagogy (in Japanese). Kansai University Press.

    • Leadbetter, J., Daniels, H., & Stringer, P. (2005). Editorial (pp. 4-5).

    • Visser, J., Daniels, H., & Cole, T. (2001). Introduction.

  • Book chapters

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

    • Daniels, H., & Tse, H. (2018). Design as a Social Practice. In I. Grosvenor & L. Rosen Rasmussen (Eds.), Making Education: Material School Design and Educational Governance. Springer Nature. https://doi.org/10.1007/978-3-319-97019-6
      https://ora.ox.ac.uk/objects/uuid:29a136d8-45a7-43a6-a017-9847e02c389e

    • Daniels, H., TSE, H., Stables, A., & Cox, S. (2018). School design matters. In H. Daniels, H.-M. Tse, A. Stables, & S. Cox (Eds.), Designing Buildings for the Future of Schooling :Contemporary Visions for Education. Routledge. https://doi.org/10.4324/9781315148366-4
      DOI: https://doi.org/10.4324/9781315148366-4

    • Daniels, H., & Downes, E. (2018). A Vygotskian argument for teaching drama in secondary schools. In S. Burgoyne (Ed.), Creativity in Theatre: Theory and Action in Theatre/Drama Education (pp. 153-168). Springer. https://doi.org/10.1007/978-3-319-78928-6_10
      https://ora.ox.ac.uk/objects/uuid:041cd7d6-78cb-4a13-a98b-c142d88d19f3

    • Daniels, H., & Tse, H. (2018). Design As a Social Practice. In Educational Governance Research (pp. 137-156). https://doi.org/10.1007/978-3-319-97019-6_7
      DOI: https://doi.org/10.1007/978-3-319-97019-6_7

    • Daniels, H., & Daniels, H. (2016). Applications of sociocultural and activity theory to education. In VYGOTSKY AND PEDAGOGY (pp. 96-130).

    • Daniels, H., & Daniels, H. (2016). Current approaches to sociocultural and activity theory. In VYGOTSKY AND PEDAGOGY (pp. 69-95).

    • Daniels, H., & Daniels, H. (2016). Pedagogy and mediation. In VYGOTSKY AND PEDAGOGY (pp. 1-29).

    • Daniels, H., & Daniels, H. (2016). Vygotskian theory and education. In VYGOTSKY AND PEDAGOGY (pp. 30-68).

    • Daniels, H., & Daniels, H. (2016). The institutional level of regulation and analysis. In VYGOTSKY AND PEDAGOGY (pp. 131-175).

    • Daniels, H., & Daniels, H. (2016). Preface to Vygotsky and Pedagogy, Classic Edition. In VYGOTSKY AND PEDAGOGY (p. IX - XI).

    • Daniels, H. (2016). Vygotsky and Dialogic Pedagogy. In DIALOGIC PEDAGOGY: THE IMPORTANCE OF DIALOGUE IN TEACHING AND LEARNING (pp. 48-67).

    • Daniels, H. (2015). Boundaries within and between contexts. In Educational Contexts and Borders through a Cultural Lens: Looking Inside, Viewing Outside (pp. 11-27). https://doi.org/10.1007/978-3-319-18765-5_2
      DOI: https://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, B. Ferholt, H. Grainger Clemson, S.-M. Jansson, & A. Marjanovic-Shane (Eds.), Dramatic Interactions in Education Vygotskian and Sociocultural Approaches to Drama, Education and ResearchDramatic Interactions in Education Vygotskian and Sociocultural Approaches to Drama, Education and Research. Bloomsbury Publishing. https://ora.ox.ac.uk/objects/uuid:5e43c7e3-20f9-4e09-8b09-22ae6d81ab25
      https://ora.ox.ac.uk/objects/uuid:5e43c7e3-20f9-4e09-8b09-22ae6d81ab25

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

    • Daniels, H. (2015). Professional learning in interagency workplaces. In B. Selau & R. Castro (Eds.), Cultural-historical approach: educational research in different contexts (pp. 258-300). EDIPUCRS.

    • 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 (pp. 35-50). Sense Pub.

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

    • Daniels, H. (2014). Collaboration between Staff. In Educational Path in Design in Higher Education Institutions. Ministry of Education and Science Russian Federation North-Caucasus Federal University (NCFU).

    • Daniels, H. (2014). Vygotsky and the Education of Children with Severe Learning Difficulties. In B. Johnsen (Ed.), Theory and Methodology in International Comparative Classroom Studies (pp. 59-68). Cappelen Damm Akademisk.

    • Daniels, H. (2014). Situating Pedagogy: Moving beyond an Interactional Account. In B. Johnsen (Ed.), Theory and Methodology in International Comparative Classroom Studies (pp. 119-132). Cappelen Damm Akademisk.

    • Eddy Spicer, D., & Daniels, H. (2014). Living and working within the institution of schooling: Authority as pedagogy of the everyday. In Y. Omi, L. Rodriguez, M. Peralta, & J. Valsiner (Eds.), Lives and relationships: Culture in transitions between social roles. Information Age Publishing.

    • Daniels, H., & Learoyd-Smith, S. (2014). Social Contexts, Cultures and Environments. In P. Garner, J. Kauffman, & J. Elliott (Eds.), The Sage Handbook of Emotional and Behavioural Difficulties.. SAGE.

    • 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 (pp. 109-120). Springer.

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

    • Daniels, H., & Johnson, P. (2013). Researching Technologies for Enhancing Collective Creativity in Interagency Working. In Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies (pp. 132-157). https://doi.org/10.4324/9780203077351-10
      DOI: https://doi.org/10.4324/9780203077351-10

    • Daniels, H. (2013). Implicit or invisible mediation in the development of interagency work. In Activity Theory in Practice: Promoting Learning Across Boundaries and Agencies (pp. 105-125). https://doi.org/10.4324/9780203609439-14
      DOI: https://doi.org/10.4324/9780203609439-14

    • 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 (pp. 126-143). https://doi.org/10.4324/9780203064153-16
      DOI: https://doi.org/10.4324/9780203064153-16

    • Daniels, H. (2013). Implicit or invisible mediation in the development of interagency work. In Activity Theory in Practice: Promoting Learning Across Boundaries and Agencies (pp. 105-125). https://doi.org/10.4324/9780203609439
      DOI: https://doi.org/10.4324/9780203609439

    • Daniels, H., & Edwards, A. (2013). Integrating children’s services. In Children’s Services: Working Together (pp. 50-61). https://doi.org/10.4324/9781315833439
      DOI: https://doi.org/10.4324/9781315833439

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

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

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

    • Daniels, H. (2012). Introduction (p. 221). https://doi.org/10.1080/13632752.2012.709798
      DOI: https://doi.org/10.1080/13632752.2012.709798

    • Daniels, H. (2012). The Interface between the Sociology of Practice and the Analysis of Talk in the Study of Change in Educational Settings. In The Oxford Handbook of Culture and Psychology. https://doi.org/10.1093/oxfordhb/9780195396430.013.0040
      DOI: https://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 The Cambridge Primary Review Research Surveys (pp. 217-240). https://doi.org/10.4324/9780203121672-18
      DOI: https://doi.org/10.4324/9780203121672-18

    • 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 (pp. 1-24). https://doi.org/10.4324/9780203817698-7
      DOI: https://doi.org/10.4324/9780203817698-7

    • Daniels, H. (2012). Learning and contradiction across boundaries. In Educating for the Knowledge Economy?: Critical Perspectives (pp. 77-93). https://doi.org/10.4324/9780203817698-12
      DOI: https://doi.org/10.4324/9780203817698-12

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

    • Daniels, H., & Porter, J. (2012). Learning needs and difficulties among children of primary school age: Definition, identification, provision and issues. In The Cambridge Primary Review Research Surveys (pp. 217-240). https://doi.org/10.4324/9780203121672
      DOI: https://doi.org/10.4324/9780203121672

    • Daniels, H. (2011). The ’social’ in post-Vygotskian theory. In D. Wyse (Ed.), Literacy Teaching and Education. SAGE Publications Limited.

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

    • Middleton, D., Daniels, H., Brown, S., Edwards, A., Leadbetter, J., & Warmington, P. (2011). Making the Difference in Interagency Working: analytic challenges in studying professional learning in communicating what matters. In C. Candlin & S. Sarangi (Eds.), Handbook of Communication in Organisations and Professions. Walter de Gruyter.

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

    • Daniels, H. (2011). Changing situations and motives. In Motives in Children’s Development: Cultural-Historical Approaches (pp. 191-208). https://doi.org/10.1017/CBO9781139049474.015
      DOI: https://doi.org/10.1017/CBO9781139049474.015

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

    • Daniels, H. (2010). Subject position and discourse in activity theory. In Knowledge, Pedagogy and Society: International Perspectives on Basil Bernstein’s Sociology of Education (pp. 62-76). https://doi.org/10.4324/9780203843932
      DOI: https://doi.org/10.4324/9780203843932

    • Daniels, H. (2010). An Approach to Notions of Subject Position and Discourse in Activity Theory. In C. Kanes (Ed.), Elaborating Professionalism Studies in Practice and Theory (pp. 167-182). Springer Science & Business Media.

    • Daniels, H. (2010). Vygotsky and Psychology. In The Wiley-Blackwell Handbook of Childhood Cognitive Development, Second edition (pp. 673-696). https://doi.org/10.1002/9781444325485.ch26
      DOI: https://doi.org/10.1002/9781444325485.ch26

    • Porter, J., & Daniels, H. (2010). Using non-directive research methods to explore the barriers and supports to learning. In Contemporary Issues in Intellectual Disabilities (pp. 191-196).

    • Daniels, H. (2010). Analysing communicative action in institutions as it brings about change: where the cultural historical shapes the interactional. In K. Yamazumi (Ed.), Activity Theory and Fostering Learning Developmental Interventions in Education and Work (pp. 29-61). Kansai University Press.

    • Daniels, H. (2010). Using and developing Activity Theory: Subject Position and Discourse in Multi-agency Settings. In P. Aunio, M. Jahnukainen, M. Kalland, & J. Silvonen (Eds.), Piaget is dead, Vygotsky is still alive or?. Finnish Educational Research Association.

    • Daniels, H. (2010). Subject Position and Identity in Changing Workplaces. In P. Singh, A. Sadovnik, & S. Semel (Eds.), Toolkits, Translation Devices and Conceptual Accounts Essays on Basil Bernstein’s Sociology of Knowledge (pp. 103-120). Peter Lang.

    • Daniels, H. (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.

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

    • Daniels, H., & Edwards, A. (2009). De positie van het subject in de activiteit: een studie in activiteitstheoretisch perspectief. In B. van Oers, Y. Leeman, & M. Volman (Eds.), Burgerschapsvorming en identiteitsontwikkeling een bijdrage aan pedagogische kwaliteit in het onderwijs [Civic Education and Identity formation] (pp. 147-158). Uitgeverij Van Gorcum.

    • Warmington, P., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Brown, S., Popova, A., & Apostolov, A. (2009). Learning leadership in multiagency work. In J. Forbes & C. Watson (Eds.), Service Integration in Schools. Sense Pub.

    • Daniels, H., Leadbetter, J., Soares, A., & MacNab, N. (2009). Learning in and for cross school working. In B. Siebert (Ed.), Integrative Pädagogik und die kulturhistorische Theorie. Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften.

    • Daniels, H. (2008). Vygotsky and inclusion. In Psychology for Inclusive Education: New Directions in Theory and Practice (pp. 24-37). https://doi.org/10.4324/9780203891476
      DOI: https://doi.org/10.4324/9780203891476

    • Daniels, H. (2008). Discourse in activity. In Ergonomics and Psychology: Developments in Theory and Practice (pp. 247-266).

    • Daniels, H. (2008). Reflections on points of departure in the development of sociocultural and activity theory. In The Transformation of Learning: Advances in Cultural-Historical Activity Theory (pp. 58-75). https://doi.org/10.1017/CBO9780511499937.006
      DOI: https://doi.org/10.1017/CBO9780511499937.006

    • Daniels, H. (2008). Positionnement du sujet et discourse dans la theorie de l’activite. In D. Frandji & P. Vitale (Eds.), Actualité de Basil Bernstein Savoir, pédagogie et société. Presses Universitaires de Rennes.

    • Warmington, P., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Brown, S., Popova, A., & Apostolov, A. (2008). LEARNING LEADERSHIP IN MULTIAGENCYWORK FOR INTEGRATING SERVICES INTO SCHOOLS. In Service Integration in Schools: Research and Policy Discourses, Practices and Future Prospects (pp. 97-107). https://doi.org/10.1163/9789087905880-011
      DOI: https://doi.org/10.1163/9789087905880-011

    • Daniels, H. (2007). Pedagogy. In H. Daniels, M. Cole, & J. Wertsch (Eds.), The Cambridge Companion to Vygotsky (pp. 307-332). Cambridge University Press. https://doi.org/10.1017/CCOL0521831040
      DOI: https://doi.org/10.1017/CCOL0521831040

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

    • Daniels, H., Cole, M., & Wertsch, J. (2007). Editors’ introduction (pp. 1-17). https://doi.org/10.1017/CCOL0521831040.001
      DOI: https://doi.org/10.1017/CCOL0521831040.001

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

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

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

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

  • Journal articles

    • Daniels, H., Porter, J., & Thompson, I. (2022). What Counts as Evidence in the Understanding of School Exclusion in England?. FRONTIERS IN EDUCATION, 7. https://doi.org/10.3389/feduc.2022.929912
      DOI: https://doi.org/10.3389/feduc.2022.929912

    • Porter, J., Daniels, H., & Thompson, I. (2022). What counts as evidence in the understanding of school exclusion in England?. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.929912
      https://ora.ox.ac.uk/objects/uuid:4d9cb23f-9008-44cd-9aa6-8c7a6bed3be5

    • Daniels, H., Thompson, I., Tse, H., & Porter, J. (2022). Learning lessons from the collaborative design of guidance for new build schools. European Educational Research Journal, 21(4), 585-601. https://doi.org/10.1177/14749041221080892
      https://ora.ox.ac.uk/objects/uuid:7dd8d56d-ba1c-48f9-861d-e8ef4ca32884

    • Madia, J., Obsuth, I., Thompson, I., Daniels, H., & Murray, A. (2022). Long-term labour market and economic consequences of school exclusions in England: evidence from two counterfactual approaches. British Journal of Educational Psychology, 92, 801-816. https://doi.org/10.1111/bjep.12487
      https://ora.ox.ac.uk/objects/uuid:a919b123-ffb0-4eee-a721-8f6b9699db31

    • Daniels, H. (2022). Editorial. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES, 27(1), 1-2. https://doi.org/10.1080/13632752.2022.2085481
      DOI: https://doi.org/10.1080/13632752.2022.2085481

    • Daniels, H. (2022). Introduction. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES, 27(2), 103-104. https://doi.org/10.1080/13632752.2022.2139266
      DOI: https://doi.org/10.1080/13632752.2022.2139266

    • Daniels, H. (2022). Editorial. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES, 27(4), 265-266. https://doi.org/10.1080/13632752.2023.2194130
      DOI: https://doi.org/10.1080/13632752.2023.2194130

    • Daniels, H. (2022). Editorial. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES, 27(4), 265-266. https://doi.org/10.1080/13632752.2023.2194130
      DOI: https://doi.org/10.1080/13632752.2023.2194130

    • Daniels, H. (2021). Editorial. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES, 26(4), 339-340. https://doi.org/10.1080/13632752.2021.2009495
      DOI: https://doi.org/10.1080/13632752.2021.2009495

    • Porter, J., McDermott, T., Daniels, H., & Ingram, J. (2021). Feeling Part of the School and Feeling Safe: Further Development of a Tool for Investigating School Belonging. EDUCATIONAL STUDIES. https://doi.org/10.1080/03055698.2021.1944063
      DOI: https://doi.org/10.1080/03055698.2021.1944063

    • Thompson, I., Tawell, A., & Daniels, H. (2021). Excluded lives special issue. Emotional and Behavioural Difficulties, 26(1), 1-2. https://doi.org/10.1080/13632752.2021.1903172
      https://ora.ox.ac.uk/objects/uuid:e678816f-0818-4c94-8e6c-71d77c857d71

    • Daniels, H. (2021). Editorial. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES, 26(2), 117-118. https://doi.org/10.1080/13632752.2021.1949881
      DOI: https://doi.org/10.1080/13632752.2021.1949881

    • Thompson, I., Tawell, A., & Daniels, H. (2021). Conflicts in professional concern and the exclusion of pupils with SEMH in England. Emotional and Behavioural Difficulties, 26(1), 31-45. https://doi.org/10.1080/13632752.2021.1898769
      https://ora.ox.ac.uk/objects/uuid:d2117944-6d65-4abb-9d22-ff06e3e3dba2

    • Daniels, H., & Tse, H. (2020). Bernstein and Vygotsky: how the outside comes in and the inside goes out. British Journal of Sociology of Education, 42(1), 1-14. https://doi.org/10.1080/01425692.2020.1852070
      https://ora.ox.ac.uk/objects/uuid:2af8f689-e75f-43bc-8b5c-4b23cf57a044

    • 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, 36(5), 787-802. https://doi.org/10.1080/08856257.2020.1823164
      https://ora.ox.ac.uk/objects/uuid:c803724d-fdef-463f-88a0-96a259ce8de9

    • Daniels, H. (2020). Editorial for volume 25 issue 3-4. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES, 25(3-4), 199-200. https://doi.org/10.1080/13632752.2020.1868806
      DOI: https://doi.org/10.1080/13632752.2020.1868806

    • Daniels, H. (2020). Editorial. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES, 25(1), 1-2. https://doi.org/10.1080/13632752.2020.1726603
      DOI: https://doi.org/10.1080/13632752.2020.1726603

    • Ortega, L., Boda, Z., Thompson, I., & Daniels, H. (2019). Understanding the structure of school staff advice relations: an inferential social network perspective. International Journal of Educational Research, 99. https://doi.org/10.1016/j.ijer.2019.101517
      https://ora.ox.ac.uk/objects/uuid:16ab459a-e576-4f1e-ae3b-f0ba54bf9cda

    • Ortega, L., Thompson, I., & Daniels, H. (2019). School staff advice-seeking patterns regarding support for vulnerable students. Journal of Educational Administration, 58(2), 151-170. https://doi.org/10.1108/JEA-12-2018-0236
      https://ora.ox.ac.uk/objects/uuid:2585b406-edd3-4d7a-bd0b-05502f01fd4e

    • Daniels, H., Thompson, I., & Tawell, A. (2019). Practices of exclusion in cultures of inclusive schooling in the United Kingdom. Revista Publicaciones, 49(3), 23-36. https://doi.org/10.30827/publicaciones.v49i3.11402
      https://ora.ox.ac.uk/objects/uuid:d8789ac3-055e-4dbc-aabc-869bc28fe169

    • McCluskey, G., Cole, T., Daniels, H., Thompson, I., & Tawell, A. (2019). Exclusion from school in Scotland and across the UK: Contrasts and questions. British Educational Research Journal, 45(6), 1140-1159. https://doi.org/10.1002/berj.3555
      https://ora.ox.ac.uk/objects/uuid:b0f42312-bfb0-442d-8eda-88ee49d4273a

    • Cole, T., McCluskey, G., Daniels, H., Thompson, I., & Tawell, A. (2019). Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience. Emotional and Behavioural Difficulties, 24(4), 374-390. https://doi.org/10.1080/13632752.2019.1628340
      https://ora.ox.ac.uk/objects/uuid:a6f88091-75a8-4422-9d23-09096852aaf6

    • Daniels, H., Tse, H., Ortega, L., Stables, A., & Cox, S. (2019). Changing schools: A study of primary secondary transfer using Vygotsky and Bernstein. British Journal of Sociology of Education, 40(7), 901-921. https://doi.org/10.1080/01425692.2019.1601546
      https://ora.ox.ac.uk/objects/uuid:05c5063d-aba1-499e-be5f-d3bcb9337cb1

    • 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, 4. https://doi.org/10.3389/feduc.2019.00036
      https://ora.ox.ac.uk/objects/uuid:89d1332f-b1c0-439d-9646-0eb19d6bd882

    • 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, 22(7-8), 1035-1052. https://doi.org/10.1177/1363460718780865
      https://ora.ox.ac.uk/objects/uuid:f4240568-dfd9-4a2a-bb05-43f5f077f4fc

    • Daniels, H., Tse, H., Stables, A., & Cox, S. (2018). Design as a social practice: the experience of new-build schools. Cambridge Journal of Education, 49(2), 215-233. https://doi.org/10.1080/0305764x.2018.1503643
      https://ora.ox.ac.uk/objects/uuid:d932fe96-5b4d-4529-845e-aac7bf847092

    • Castro-Félix, E., & Daniels, H. (2018). The social construction of a Teacher Support Team: An experience of university lecturers’ professional development in STEM. Journal of Education for Teaching, 44(1), 14-26. https://doi.org/10.1080/02607476.2018.1422610
      https://ora.ox.ac.uk/objects/uuid:168b92f5-33b9-4d6a-8896-fdf6a71d424d

    • Daniels, H. (2018). Vygotsky: Between Socio-Cultural Relativism and Historical Materialism. From a Psychological to a Pedagogical Perspective. KULTURNO-ISTORICHESKAYA PSIKHOLOGIYA-CULTURAL-HISTORICAL PSYCHOLOGY, 14(3), 36-42. https://doi.org/10.17759/chp.2018140303
      DOI: https://doi.org/10.17759/chp.2018140303

    • 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. https://doi.org/10.17759/chp.2018140304
      https://ora.ox.ac.uk/objects/uuid:b9b8dd5e-6eb7-4e3e-90c1-bf381de2bf21

    • Daniels, H., Tse, H., Stables, A., & Cox, S. (2017). Design as a social practice: The design of new build schools. Oxford Review of Education, 43(6), 767-787. https://doi.org/10.1080/03054985.2017.1360176
      https://ora.ox.ac.uk/objects/uuid:fded0b69-1f69-449a-8458-51271b322473

    • Daniels, H. (2017). Book Review: Vygotsky and Bernstein in the Light of Jewish Tradition. By Antonella Castelnuovo and Bella Kotok-Friedgut . Slavic Review, 75(02), 504-505. https://doi.org/10.5612/slavicreview.75.2.504
      https://ora.ox.ac.uk/objects/uuid:2c0c02b5-804b-4b2d-9fbd-90c807de72a1

    • Daniels, H. (2016). An activity theory analysis of learning in and for inter-school work. Educação, 39, s24 - s31. https://doi.org/10.15448/1981-2582.2016.s.24319
      https://ora.ox.ac.uk/objects/uuid:617387df-2115-46aa-819e-f987edd9e2e5

    • Daniels, H. (2016). Applying activity theory in multiagency settings. Cultural-Historical Psychology, 12(3), 15-26. https://doi.org/10.17759/chp.2016120302
      https://ora.ox.ac.uk/objects/uuid:a788f95d-094d-4e90-b9f9-b5888e0c6c63

    • Daniels, H. (2016). Learning in cultures of social interaction. Revista De Investigación Educativa. https://doi.org/10.6018/rie.34.2.252801
      https://ora.ox.ac.uk/objects/uuid:ec1d6b96-10f4-4cfb-bcfb-6990a365b73c

    • Rubtsova, O., & Daniels, H. (2016). The concept of drama in Vygotsky’s Theory: application in research. Cultural-Historical Psychology, 12(3), 189-207. https://doi.org/10.17759/chp.2016120310
      https://ora.ox.ac.uk/objects/uuid:98bb856e-38e6-47f3-8997-8cd3c1222fbc

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

    • 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. https://doi.org/10.1080/01425692.2015.1043185
      DOI: https://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. https://doi.org/10.1177/0952695114559994
      DOI: https://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. https://doi.org/10.1016/S0924-9338(15)30152-8
      DOI: https://doi.org/10.1016/S0924-9338(15)30152-8

    • Tse, H., Learoyd-Smith, S., Stables, A., & Daniels, H. (2015). Continuity and conflict in school design: a case study from Building Schools for the Future. INTELLIGENT BUILDINGS INTERNATIONAL, 7(2-3), 64-82. https://doi.org/10.1080/17508975.2014.927349
      DOI: https://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, 1(3), 185-192. https://doi.org/10.1016/s2215-0366(14)70244-5
      DOI: https://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. https://doi.org/10.1080/1350293X.2014.883720
      DOI: https://doi.org/10.1080/1350293X.2014.883720

    • 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. https://doi.org/10.1186/1745-6215-15-77
      DOI: https://doi.org/10.1186/1745-6215-15-77

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

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

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

    • 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. https://doi.org/10.1080/02671522.2011.629734
      DOI: https://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. https://doi.org/10.1080/08856257.2012.742747
      DOI: https://doi.org/10.1080/08856257.2012.742747

    • 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. https://doi.org/10.1186/1745-6215-13-227
      DOI: https://doi.org/10.1186/1745-6215-13-227

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

    • Daniels, H., Edwards, A., Mercer, N., & Saljo, R. (2012). Editorial. LEARNING CULTURE AND SOCIAL INTERACTION, 1(1), 1-1. https://doi.org/10.1016/j.lcsi.2012.05.002
      https://ora.ox.ac.uk/objects/uuid:432440d6-b0be-4112-a7b2-13c0bf06f503

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

    • 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. https://doi.org/10.1080/00131911.2011.571766
      DOI: https://doi.org/10.1080/00131911.2011.571766

    • 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. https://doi.org/10.1111/j.1471-3802.2011.01199.x
      DOI: https://doi.org/10.1111/j.1471-3802.2011.01199.x

    • 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. https://doi.org/10.1111/j.1467-8578.2011.00509.x
      DOI: https://doi.org/10.1111/j.1467-8578.2011.00509.x

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

    • Daniels, H. (2011). Exclusion from school and Its consequences. Psychological Science and Education, 16(1), 38.

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

    • Daniels, H. (2011). Exclusion from School and Its Consequences // Психологическая наука и образование. Psychological Science and Education, 1, 38-50. http://psyjournals.ru/en/articles/d40549.shtml

    • 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. https://doi.org/10.1080/01425692.2010.484916
      DOI: https://doi.org/10.1080/01425692.2010.484916

    • 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. https://doi.org/10.1080/08856251003658652
      DOI: https://doi.org/10.1080/08856251003658652

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

    • Daniels, H. (2010). Motives, emotion and change. Cultural-Historical Psychology, 24-33. http://psyjournals.ru/en/kip/2010/n2/Daniels.shtml

    • Brown, S., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Warmington, P., Apostolov, A., & Popova, A. (2009). Imaginary epistemic objects in integrated children’s services. Society and Business Review, 4(1), 58-68. https://doi.org/10.1108/17465680910932478
      DOI: https://doi.org/10.1108/17465680910932478

    • 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. https://doi.org/10.1111/j.1467-8578.2008.00395.x
      DOI: https://doi.org/10.1111/j.1467-8578.2008.00395.x

    • 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. https://doi.org/10.1111/j.1468-3148.2007.00361.x
      DOI: https://doi.org/10.1111/j.1468-3148.2007.00361.x

    • Daniels, H. (2007). Discourse and identity in Cultural-Historical Activity Theory: A response. International Journal of Educational Research, 46(1-2), 94-99. https://doi.org/10.1016/j.ijer.2007.07.009
      DOI: https://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. https://doi.org/10.1111/j.1471-3802.2007.00091.x
      DOI: https://doi.org/10.1111/j.1471-3802.2007.00091.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. https://doi.org/10.1108/13665620710777110
      DOI: https://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. https://doi.org/10.1016/j.clon.2007.02.005
      DOI: https://doi.org/10.1016/j.clon.2007.02.005

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

    • 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. https://doi.org/10.1080/10749030701307846
      DOI: https://doi.org/10.1080/10749030701307846

    • Daniels, H. (2007). La formación de equipos interagenciales: un estudio de aprendizaje innovador. Cultura Y Educación, 19(3), 295-309. https://doi.org/10.1174/113564007782194453
      DOI: https://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. http://psyjournals.ru/en/kip/2007/n2/Daniels_et_al.shtml

    • 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. https://doi.org/10.1080/00131880701200815
      DOI: https://doi.org/10.1080/00131880701200815

    • 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. https://doi.org/10.1080/03054980701450811
      DOI: https://doi.org/10.1080/03054980701450811

    • 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. https://doi.org/10.1179/096979506799103587
      DOI: https://doi.org/10.1179/096979506799103587

    • Daniels, H. (2006). Rethinking intervention: Changing the cultures of schooling. Emotional and Behavioural Difficulties, 11(2), 105-120. https://doi.org/10.1080/13632750600619273
      DOI: https://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. https://doi.org/10.1111/j.1467-8578.2006.00405.x
      DOI: https://doi.org/10.1111/j.1467-8578.2006.00405.x

    • 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. https://doi.org/10.1179/096979506799103587
      DOI: https://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. https://doi.org/10.1111/j.1467-8535.2005.00516.x
      DOI: https://doi.org/10.1111/j.1467-8535.2005.00516.x

    • Daniels, H. (2006). The ‘Social’ in Post-Vygotskian Theory. Theory &Amp; Psychology, 16(1), 37-49. https://doi.org/10.1177/0959354306060107
      DOI: https://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. http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/2091

    • 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.

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

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

    • 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. https://doi.org/10.1080/0031910410001693272
      DOI: https://doi.org/10.1080/0031910410001693272

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

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

    • Aveyard, P., Markham, W., Lancashire, E., Bullock, A., Macarthur, C., Cheng, K., & Daniels, H. (2004). The influence of school culture on smoking among pupils. Social Science & Medicine (1982), 58(9), 1767-1780. https://doi.org/10.1016/s0277-9536(03)00396-4
      DOI: https://doi.org/10.1016/s0277-9536(03)00396-4

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

    • 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. https://doi.org/10.1046/j.1365-2206.2003.00295.x
      DOI: https://doi.org/10.1046/j.1365-2206.2003.00295.x

    • 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. https://doi.org/10.1080/0305498032000080675
      DOI: https://doi.org/10.1080/0305498032000080675

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

    • 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. https://doi.org/10.1080/03054980220143441a
      DOI: https://doi.org/10.1080/03054980220143441a

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

    • 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. https://doi.org/10.1080/13632750100507661
      DOI: https://doi.org/10.1080/13632750100507661

    • 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. https://doi.org/10.1111/1467-9604.00201
      DOI: https://doi.org/10.1111/1467-9604.00201

    • 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. https://doi.org/10.1016/s1479-3636(01)80014-3
      DOI: https://doi.org/10.1016/s1479-3636(01)80014-3

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

    • 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. https://doi.org/10.1016/S0360-1315(00)00045-2
      DOI: https://doi.org/10.1016/S0360-1315(00)00045-2

    • 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. https://doi.org/10.1080/02671520050128786
      DOI: https://doi.org/10.1080/02671520050128786

    • 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. https://doi.org/10.1111/1467-8527.00137
      DOI: https://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. https://doi.org/10.1080/0958517990100202
      DOI: https://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. https://doi.org/10.1111/1467-8527.00105
      DOI: https://doi.org/10.1111/1467-8527.00105

    • 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. https://doi.org/10.1111/1467-9604.00070
      DOI: https://doi.org/10.1111/1467-9604.00070

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

    • 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. https://doi.org/10.1080/0305569970230101
      DOI: https://doi.org/10.1080/0305569970230101

    • Daniels, H., Holst, J., Lunt, I., & Johansen, L. (1996). A comparative study of the relation between different models of pedagogic practice and constructs of deviance. Oxford Review of Education, 22(1), 63-77. https://doi.org/10.1080/0305498960220104
      DOI: https://doi.org/10.1080/0305498960220104

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

    • 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. https://doi.org/10.1080/0142569950160406
      DOI: https://doi.org/10.1080/0142569950160406

    • 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. https://doi.org/10.1080/0305569950210103
      DOI: https://doi.org/10.1080/0305569950210103

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

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

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

    • DANIELS, H. (1993). Coping with mathematics in the National Curriculum: Pupil strategies and teacher responses. Support for Learning, 8(2), 65-69. https://doi.org/10.1111/j.1467-9604.1993.tb00122.x
      DOI: https://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. https://doi.org/10.1111/j.1467-9604.1993.tb00143.x
      DOI: https://doi.org/10.1111/j.1467-9604.1993.tb00143.x

    • 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. https://doi.org/10.1080/0885625920070202
      DOI: https://doi.org/10.1080/0885625920070202

    • DANIELS, H., & HOGG, B. (1991). European integration: A view of regional practices. Support for Learning, 6(4), 178-182. https://doi.org/10.1111/j.1467-9604.1991.tb00440.x
      DOI: https://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. https://doi.org/10.1080/0305569900160104
      DOI: https://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. https://doi.org/10.1111/j.2044-8279.1989.tb03091.x
      DOI: https://doi.org/10.1111/j.2044-8279.1989.tb03091.x

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

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

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

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

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

    • Daniels, H., & Sandow, S. (1987). Will Circular 6/86 Frustrate the 1981 Act?. British Journal of Special Education, 14(1), 10-10. https://doi.org/10.1111/j.1467-8578.1987.tb00262.x
      DOI: https://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. https://doi.org/10.1111/j.1467-9604.1986.tb00213.x
      DOI: https://doi.org/10.1111/j.1467-9604.1986.tb00213.x

    • Daniels, H. (n.d.). Vygotsky og inkludering. Spesialpedagogikk, 4, 4-14.

  • Reports

    • Tawell, A., Thompson, I., Daniels, H., & al., E. (2015). Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. In Oxford University Department of Education. Oxford University Department of Education. https://ora.ox.ac.uk/objects/uuid:54de1398-fcd3-4849-b5f0-0799da9cd1d7
      https://ora.ox.ac.uk/objects/uuid:54de1398-fcd3-4849-b5f0-0799da9cd1d7

    • Daniels, H., & Edwards, A. (2012). Leading for learning: how the intelligent leader builds capacity. National College for School Leadership.

    • Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A., & Georgeson, G. (2010). Testing of Disability Identification Tool for Schools. Department for Education.

    • Porter, J., Daniels, H., Georgeson, J., Feiler, A., Hacker, J., Tartleton, B., Gallop, V., & Watson, D. (2008). Disability Data Collection for Children’s Services. DCSF.

  • Other

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