Home > People > Harry Daniels

Harry Daniels

Emeritus Professor | Green Templeton College

harry.daniels@education.ox.ac.uk

About me

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

Research

Books

Daniels, H., Stables, A., Tse, H., & Cox, S. (2019). School Design Matters, How School Design Relates to the Practice and Experience of Schooling. Taylor & Francis.

https://doi.org/10.4324/9781315272412
Ming Tse, H., Daniels, H., Cox, S., & Stables, A. (2018). Introduction (pp. 1-9).

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
Daniels, H. (2016). Vygotsky and Pedagogy, Classic Edition. Taylor & Francis.

https://doi.org/10.4324/9781315617602
Creese, A., Daniels, H., & Norwich, B. (2013). Teacher Support Teams in Primary and Secondary Schools, Resource Materials for Teachers. Taylor & Francis.

https://doi.org/10.4324/9781315068039
Daniels, H., & Garner, P. (2013). Inclusive Education. Taylor & Francis.

https://doi.org/10.4324/9780203062449
Daniels, H., & Gamer, P. (2013). Introduction (pp. 1-10).
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
Daniels, H., & Edwards, A. (2013). Introduction (pp. 1-8).

https://doi.org/10.4324/9780203609439
Daniels, H. (2012). Teachers and learners: Introduction (pp. 135-137).

https://doi.org/10.4324/9780203379417
Educational Theories, Cultures and Learning, A critical perspective. (2012). Taylor & Francis.

https://doi.org/10.4324/9780203379417
Daniels, H., & Edwards, A. (2012). Leading for learning. National College for School Leadership.
Cole, T., Daniels, H., & Visser, J. (2012). Introduction to section III (pp. 133-137).

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
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 (pp. 1-230).
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. Taylor & Francis.

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
Sannino, A., Daniels, H., & Gutiérrez, K. (2009). Learning and expanding with activity theory (pp. 1-367).

https://doi.org/10.1017/CBO9780511809989
Daniels, H. (2008). Vygotsky and Research. Taylor & Francis.

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
Moore, R., Arnot, M., Beck, J., & Daniels, H. (2006). Knowledge, Power and Educational Reform, Applying the sociology of Basil Bernstein. Taylor & Francis.

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. (2024). School Design and the Possibilities for Pedagogy. In Dialectic Special Pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development (pp. 101-120).
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
Daniels, H., & Tse, H. (2018). Design as a social practice. In I. Grosvenor & L. Rosén Rasmussen (Eds.), Making Education: Material School Design and Educational Governance (pp. 137-156). Springer.

https://doi.org/10.1007/978-3-319-97019-6_7 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 Designing Buildings for the Future of Schooling (pp. 41-65). Taylor & Francis.

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
Kaushik, A., Kumar, A., Bharadwaj, S., Chaudhary, R., & Sahi, S. (2018). Brief introduction (pp. 1-10).

https://doi.org/10.1007/978-3-319-75732-2_1
Daniels, H., & Tse, H. (2018). Design As a Social Practice. In Making Education: Material School Design and Educational Governance (pp. 137-156). Springer Nature.

https://doi.org/10.1007/978-3-319-97019-6_7
Daniels, H. (2016). Vygotsky and dialogic pedagogy. In Dialogic pedagogy: The importance of dialogue in teaching and learning (pp. 48-67).
Daniels, H. (2016). Pedagogy and mediation. In VYGOTSKY AND PEDAGOGY (pp. 1-29).
Daniels, H. (2016). Current approaches to sociocultural and activity theory. In VYGOTSKY AND PEDAGOGY (pp. 69-95).
Daniels, H. (2016). Applications of sociocultural and activity theory to education. In VYGOTSKY AND PEDAGOGY (pp. 96-130).
Daniels, H. (2016). The institutional level of regulation and analysis. In VYGOTSKY AND PEDAGOGY (pp. 131-175).
Daniels, H. (2016). Preface to <i>Vygotsky and Pedagogy</i>, Classic Edition. In VYGOTSKY AND PEDAGOGY (p. IX - XI).
Daniels, H. (2016). Vygotskian theory and education. In VYGOTSKY AND PEDAGOGY (pp. 30-68).
Guigon, G., & Rodriguez-Pereyra, G. (2015). Introduction (pp. 1-16).

https://doi.org/10.4324/9781315724874
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
Daniels, H. (2015). Boundaries Within and Between Contexts. In Educational Contexts and Borders through a Cultural Lens (pp. 11-27). Springer Nature.

https://doi.org/10.1007/978-3-319-18765-5_2
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
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.
Daniels, H. (2014). Learning Contexts for Children and Young People with Learning Differences (pp. 515-534). SAGE Publications.

https://doi.org/10.1177/016146811411601409
Learoyd-Smith, S., & Daniels, H. (2014). Social Contexts, Cultures and Environments. In The SAGE Handbook of Emotional and Behavioral Difficulties (pp. 145-163). SAGE Publications.

https://doi.org/10.4135/9781446247525.n11
Stables, A., Learoyd-Smith, S., Daniels, H., & Tse, H. (2014). SCHOOLS AND SCHOOLING AS SEMIOTIC ENGAGEMENT: A Focus on Design. In Educational Futures (pp. 35-50).
Daniels, H., & Edwards, A. (2014). School Leaders and Learning Cultures in School: The Case for Intelligent Leadership. In Adaptivity as a Transformative Disposition (pp. 109-119). Springer Nature.

https://doi.org/10.1007/978-981-4560-17-7_8
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.
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). Collaboration between Staff. In Educational Path in Design in Higher Education Institutions. Ministry of Education and Science Russian Federation North-Caucasus Federal University (NCFU).
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., & 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
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
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
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. (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
Daniels, H. (2012). Introduction (p. 221).

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
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
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
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
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
Daniels, H. (2012). Vygotsky and Bernstein. In Vygotsky and Sociology (pp. 44-60).
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
Daniels, H. (2011). The ’social’ in post-Vygotskian theory. In D. Wyse (Ed.), Literacy Teaching and Education. SAGE Publications Limited.
Daniels, H. (2011). Changing Situations and Motives. In Motives in Children’s Development (pp. 191-208). Cambridge University Press (CUP).

https://doi.org/10.1017/cbo9781139049474.015
Daniels, H. (2011). Analysing trajectories of professional learning in changing workplaces (pp. 359-377). SAGE Publications.

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 Vygotsky and Special Needs Education: Rethinking Support for Children and Schools (pp. 153-172).
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).
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 (pp. 673-696). Wiley.

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). 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. (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.
Sannino, A., Daniels, H., & Gutiérrez, K. (2009). Activity Theory Between Historical Engagement and Future-Making Practice. In Learning and Expanding with Activity Theory (pp. 1-16). Cambridge University Press (CUP).

https://doi.org/10.1017/cbo9780511809989.002
Daniels, H. (2009). Discourse and Pedagogic Change. In R. Moore, M. Arnot, J. Beck, & H. Daniels (Eds.), Knowledge, Power and Educational Reform Applying the Sociology of Basil Bernstein. Taylor & Francis US.
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
Daniels, H. (2008). Discourse in Activity. In Ergonomics and Psychology (pp. 247-266). Taylor & Francis.

https://doi.org/10.1201/9781420067019.ch12
Daniels, H. (2008). Reflections on Points of Departure in the Development of Sociocultural and Activity Theory. In The Transformation of Learning (pp. 58-75). Cambridge University Press (CUP).

https://doi.org/10.1017/cbo9780511499937.006
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
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.
Daniels, H. (2007). Pedagogy. In The Cambridge Companion to Vygotsky (pp. 307-331). Cambridge University Press (CUP).

https://doi.org/10.1017/ccol0521831040.013
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
Daniels, H., Cole, M., & Wertsch, J. (2007). Editors’ introduction (pp. 1-17).

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
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

Conference papers

Tawell, A., Thompson, I., Daniels, H., & Rubtsova, O. (2016). Being Other: Transforming the social situation of development through drama. The Materials of the International Symposium "Scientific School of Vygotsky: Traditions & Innovations" 27-28th June 2016, Moscow. Moscow State University of Psychology & Education, 324-330.
Daniels, H., & Porter, J. (2006). Self Assessment as Preparation for Participation. In A. Lascioloi & M. Onder (Eds.), Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education. Libreria Editrice Universitaria Verona.

Journal articles

Thompson, I., & Daniels, H. (2025). From locked down to shut out: school exclusion patterns pre- and post-COVID-19 England. Teachers College Record.

https://doi.org/10.1177/01614681251369979 https://ora.ox.ac.uk/objects/uuid:cd561fe4-899d-4d50-b7b9-24710428105d
Sinclair, I., Luke, N., & Daniels, H. (2025). Special schools, alternative provision, and the educational attainment of children with special educational needs in England. Educational Review, ahead-of-print(ahead-of-print), 1-21.

https://doi.org/10.1080/00131911.2025.2520993
Duffy, G., Bridgeman, J., Froustis, E., Taylor, A., & Daniels, H. (2025). Young peoples’ experiences of exclusion from school in the political economies of the four UK jurisdictions. Emotional and Behavioural Difficulties, ahead-of-print(ahead-of-print), 1-15.

https://doi.org/10.1080/13632752.2025.2523727
Daniels, H. (2025). Editorial and introduction. Emotional and Behavioural Difficulties.

https://doi.org/10.1080/13632752.2025.2514912
Daniels, H., & Thompson, I. (2024). Excluded lives: a ‘home-international’ comparison of school exclusion. Oxford Review of Education, 50(6), 749-759.

https://doi.org/10.1080/03054985.2024.2398885 https://ora.ox.ac.uk/objects/uuid:0860436b-1d62-4b31-a055-7f4e87f25198
Daniels, H. (2024). Editorial. Emotional and Behavioural Difficulties, 29(3-4), 109-110.

https://doi.org/10.1080/13632752.2024.2434981
Ydesen, C., & Daniels, H. (2024). Inclusive education in complex landscapes of stakeholders, agendas and priorities. International Journal of Inclusive Education, ahead-of-print(ahead-of-print), 1-8.

https://doi.org/10.1080/13603116.2024.2368685
Porter, J., McDermott, T., Daniels, H., & Ingram, J. (2024). Feeling Part of the School and Feeling Safe: Further Development of a Tool for Investigating School Belonging. Educational Studies, 50(3), 382-398.

https://doi.org/10.1080/03055698.2021.1944063
Obsuth, I., Madia, J., Thompson, I., Murray, A., & Daniels, H. (2023). The impact of school exclusion in childhood on health and well-being outcomes in adulthood: estimating causal effects using inverse probability of treatment weighting. British Journal of Educational Psychology, 94(2), 460-473.

https://doi.org/10.1111/bjep.12656 https://ora.ox.ac.uk/objects/uuid:b24cc570-9402-426e-ac9f-7d40eda52f4c
Daniels, H., Thompson, I., & Emery, H. (2023). Difference and school exclusion in a time of COVID-19. International Journal of Inclusive Education.

https://doi.org/10.1080/13603116.2023.2274110 https://ora.ox.ac.uk/objects/uuid:e799b670-7eee-4f93-8d59-68859a9e56a2
Daniels, H. (2023). Editorial. Emotional and Behavioural Difficulties, 28(4), 217-218.

https://doi.org/10.1080/13632752.2023.2329434
Daniels, H. (2023). Editorial. Emotional and Behavioural Difficulties, 28(2-3), 99-100.

https://doi.org/10.1080/13632752.2023.2259207
Daniels, H. (2023). Editorial. Emotional and Behavioural Difficulties, 28(1), 1-2.

https://doi.org/10.1080/13632752.2023.2220172
Daniels, H. (2022). Editorial. Emotional and Behavioural Difficulties, 27(4), 265-266.

https://doi.org/10.1080/13632752.2023.2194130
Cura Della Redazione, A. (2022). [Introduction]. Assistenza Infermieristica E Ricerca : AIR, 41(3), 103-104.

https://doi.org/10.1702/3920.39044
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., 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
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
Daniels, H. (2022). Editorial. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES, 27(4), 265-266.

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
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
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
Yatagai, T., Matoba, O., Aizu, Y., Awatsuji, Y., & Luo, Y. (2021). Special Series Guest Editorial: Biomedical Imaging and Sensing III. Journal of Biomedical Optics, 26(3).

https://doi.org/10.1117/1.jbo.26.3.033701
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.

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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.

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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
Daniels, H. (2020). Editorial. Emotional and Behavioural Difficulties, 25(2), 109-110.

https://doi.org/10.1080/13632752.2020.1778255
Daniels, H. (2020). Editorial. Emotional and Behavioural Difficulties, 25(1), 1-2.

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.

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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.

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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.

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Perret-Clermont, A., Wertsch, J., Francis, D., Dafermos, M., Daniels, H., Veresov, N., Vasilev, V., Levterova, D., & Veggetti, S. (2018). Greetings from Our Foreign Colleagues. Cultural-Historical Psychology, 14(4), 30-40.

https://doi.org/10.17759/chp.2018140405
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.

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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. Cultural-Historical Psychology, 14(3), 36-42.

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Daniels, H. (2018). The Natural, the Artificial and Human Sciences. Cultural-Historical Psychology, 14(3), 31-35.

https://doi.org/10.17759/chp.2018140303
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.

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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.

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Daniels, H. (2016). An activity theory analysis of learning in and for inter-school work. Educação, 39, s24 - s31.

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Daniels, H. (2016). Applying activity theory in multiagency settings. Cultural-Historical Psychology, 12(3), 15-26.

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Daniels, H. (2016). Learning in cultures of social interaction. Revista De Investigación Educativa.

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Daniels, H. (2016). Vygotsky and Bernstein in the Light of Jewish Tradition. SLAVIC REVIEW, 2.
Rubtsova, O., & Daniels, H. (2016). The concept of drama in Vygotsky’s Theory: application in research. Cultural-Historical Psychology, 12(3), 189-207.

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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
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
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
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, 190.

https://doi.org/10.1016/s0924-9338(15)30152-8
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
Daniels, H. (2014). The practices of dealing with children in need of special support: a Nordic perspective. Emotional and Behavioural Difficulties, 19(3), 245-245.

https://doi.org/10.1080/13632752.2014.936150
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
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
Daniels, H. (2014). Introduction. Emotional and Behavioural Difficulties, 19(1), 1-1.

https://doi.org/10.1080/13632752.2014.876216
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
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
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
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(1), 227.

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
Daniels, H., Edwards, A., Mercer, N., & Saljo, R. (2012). Editorial. LEARNING CULTURE AND SOCIAL INTERACTION, 1(1), 1-1.

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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
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
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
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
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
Daniels, H. (2011). Exclusion from school and Its consequences. Psychological Science and Education, 16(1), 38.
Hedegaard, M., & Daniels, H. (2011). Introduction. Vygotsky and Special Needs Education: Rethinking Support for Children and Schools, 1-8.
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. (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
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
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
Daniels, H. (2010). Motives, emotion and change. Cultural-Historical Psychology, 24-33.

http://psyjournals.ru/en/kip/2010/n2/Daniels.shtml
Daniels, H. (2009). Situating pedagogy: moving beyond an interactional account. Pedagogies An International Journal, 5(1), 27-36.

https://doi.org/10.1080/15544800903406282
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
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.

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
Daniels, H. (2008). Vygotsky og inkludering. Spesialpedagogikk, 4, 4-14.
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
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
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
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.

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
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
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
Daniels, H. (2007). La formación de equipos interagenciales: un estudio de aprendizaje innovador. Culture and Education, 19(3), 295-309.

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
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
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. International Journal of Developmental Disabilities, 52(103), 121-136.

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
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
Daniels, H. (2006). The ‘Social’ in Post-Vygotskian Theory. Theory & Psychology, 16(1), 37-49.

https://doi.org/10.1177/0959354306060107
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
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). 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
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
Daniels, H. (2005). Vygotsky and educational psychology: Some preliminary remarks. Educational and Child Psychology, 22(1), 6-17.

https://doi.org/10.53841/bpsecp.2005.22.1.6
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
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
Daniels, H. (2004). Activity theory, discourse and Bernstein. Educational Review, 56(2), 121-132.

https://doi.org/10.1080/0031910410001693218
Popova, A., & Daniels, H. (2004). Employing the concept of the object in the discussion of the links between school pedagogies and individual working lives in pre‐ and post‐Soviet Russia. Educational Review, 56(2), 193-205.

https://doi.org/10.1080/0031910410001693272
Berridge, D., Beecham, J., Brodie, I., Cole, T., Daniels, H., Knapp, M., & MacNeill, V. (2003). Services for troubled adolescents: exploring user variation. Child & Family Social Work, 8(4), 269-279.

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
Daniels, H. (2002). INTRODUCTION. Mind Culture and Activity, 9(4), 249-249.

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
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
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
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/10.1177/1363275201006002005
Daniels, H. (2001). Activity theory and knowledge production. Emotional and Behavioural Difficulties, 6(2), 113-124.

https://doi.org/10.1080/13632750100507661
Cole, T., Visser, J., & Daniels, H. (2001). Inclusive practice for pupils with emotional and behavioural difficulties in mainstream schools. International Perspectives on Inclusive Education, Volume 1(Issue ipie/2001/s1479-3636(2001)1/s1479-3636(2001)1/production), 183-194.

https://doi.org/10.1016/s1479-3636(01)80014-3
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 & Education, 35(4), 309-325.

https://doi.org/10.1016/s0360-1315(00)00045-2
Daniels, H. (2000). The 1999 David Wills Lecture Re-Thinking Causation: Biology, Psychology and EBD. Emotional and Behavioural Difficulties, 5(2), 10-17.

https://doi.org/10.1080/13632750008550190
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
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
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. The Curriculum Journal, 10(2), 169-187.

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
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
Daniels, H., Hey, V., Leonard, D., & Smith, M. (1998). Differences, difficulty and equity: gender, race and SEN. Management in Education, 12(1), 5-8.

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
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
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
Daniels, H. (1995). Pedagogic Practices, Tacit Knowledge and Discursive Discrimination: Bernstein and post-Vygotskian research. British Journal of Sociology of Education, 16(4), 517-531.

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
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
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
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
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
Daniels, H. (1993). Perspectives on Reading Difficulty. Cambridge Journal of Education, 23(1), 57-64.

https://doi.org/10.1080/0305764930230107
Daniels, H., & Hogg, B. (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
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
Daniels, H. (1990). Number Competence and Communication Difficulty: a Vygotskian analysis. Educational Studies, 16(1), 49-59.

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
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
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
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
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
News in Special Education. (1988). European Journal of Special Needs Education, 3(1), 60-62.

https://doi.org/10.1080/0885625880030106
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
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

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
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.

Subjects Taught

DPhil in Education

Current Doctoral Students

Funded Research Projects

Cultural artefacts and belonging: A case study of displaced and refugee young people and families in Ukraine

AHRC

2021-2022
Acting Outside the Box

Humanities Cultural Funding

2020-2020
Excluded Lives

Economic and Social Research Council (ESRC)

2019-2023
Pedagogic and organisational mediation of experience in schools

John Fell OUP Research Fund

2018-2019
Building on Design Matters? The co-design of guidance on building schools

ESRC Impact Acceleration Award

2017-2018
Disparities in rates of permanent exclusion from school across the UK

John Fell Fund

2017-2018
Design Matters? The Effects of New Schools on Students’, Teachers’ and Parents’ Actions and Perceptions

2012-2016
Analysing the relationship between teachers collaboration patterns , teaching practices and student literacy learning and engagement

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

(2015-2016)
Collaboration for effective teaching and learning

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

(2014-2015)
Drama and Exclusion from School.

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

(2015-2016)