Department of Education

Article

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), pp. 241-246.

Parsons, S., Daniels, H., Porter, J., Roberston, 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, pp. 19-33.

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

Daniels, H., Leadbetter, J., Soares, A., MacNab, N., 2007. Learning in and for cross-school working. Oxford Review of Education, 33 (2), 125--142.

Daniels, H., James, N., Rahman, R., Young, A., Derry, J., McConkey, C., 2007. Learning about cancer. Mind, Culture and Activity, 14 (1-2), pp. 128-141.

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, pp. 356-362.

Daniels, H., Warmington, P., 2007. Analysing third generation activity systems: labour-power, subject position and personal transformation. Journal of Workplace Learning, 19 (6), pp. 377-391.

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), pp. 142-148.

Daniels, H., 2007. Discourse and Identity in Cultural-Historical Activity Theory: A Response. International Journal of Educational Research, 46, pp. 94-99.

Daniels, H., 2007. La formacion de equipos interagenciales: un estudio de apprendizaje innivador. Cultura y Educacion, 19 (3), pp. 295-309.

Daniels, H., Leadbetter, J., P., W., Edwards, A., Brown, S., Middleton, D., Popova, A., Apostolov, A., 2007. Learning in and for multi-agency working. Oxford Review of Education, 33 (4), pp. 521-238.

Leadbetter, J., Daniels, H., Brown, S., Edwards, A., Middleton, D., Popova, A., Apostolov, A., Warmington, P., 2007. Professional learning within multi-agency children’s services: researching into practice. Educational Research and Evaluation, 49 (1), pp. 83-98.

Daniels, H., Leadbetter, J., Soares, A., MacNab, N., 2007. Promoting Creativity within and across schools: An application of Activity Theory (in Russian). Cultural-historical Psychology, 2, pp. 21-31.

Daniels, H., 2006. Analysing institutional effects in Activity Theory: First steps in the development of a language of description. Outlines: Critical Social Studies, 8 (2), 43--58.

Parsons, S., Daniels, H., Porter, J., Robertson, C., 2006. Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. The British Journal of Developmental Disabilities, 52 (part 2) (103), pp. 117-132.

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), pp. 308-316.

Daniels, H., 2006. Rethinking intervention: changing the cultures of schooling. Emotional and Behavioural Difficulties, 11 (2), pp. 105-120.

Daniels, H., 2006. The ‘social’ in post-Vygotskian theory. Theory & Psychology, 16 (1), pp. 37-49.

Daniels, H., 2006. The dangers of corruption in special needs education. British Journal of Special Education, 33 (1), pp. 4-10.

Parsons, S., Daniels, H., Porter, J., Roberston, C., 2006. The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37 (1), pp. 31-44.

Bedward, J., Daniels, H., 2005. Collaborative solutions – clinical supervision and teacher support teams: reducing professional isolation through effective peer support. Learning in Health and Social Care, 4 (2), pp. 53-66.

Leadbetter, J., Daniels, H., Stringer, P., 2005. Editorial - Sociocultural Psychology and Activity Theory: new Paradigms to inform the practice of Educational Psychology – Special Issue. Educational and Child Psychology, 22 (1), pp. 6-18.

Visser, J., Daniels, H., McaNab, N., 2005. Missing: Children and young people with SEBD. Emotional and Behavioural Difficulties, 10 (1), pp. 43-54.

Daniels, H., 2005. Vygotsky and education: Some preliminary remarks. The Journal for Drama in Education, 21 (1), pp. 11-23.

Daniels, H., 2005. Vygotsky and Educational Psychology: Some preliminary remarks. Educational and Child Psychology, 22 (1), pp. 6-18.

Daniels, H., 2004. Activity Theory, Discourse and Bernstein. Educational Review, 56 (2), 121--132.

Daniels, H., 2004. Cultural Historical Activity Theory and Professional Learning. International Journal of Disability, Development and Education, 51 (2), 185--200.

Edwards, A., Daniels, H., 2004. Editorial: Using Sociocultural and Activity Theory in Educational Research. Educational Review, 56 (2), pp. 107-112.

Popova, A., Daniels, H., 2004. Employing the concept of object in the discussion of the links between school pedagogies and individual working lives in pre and post Soviet Russia. Educational Review, 56 (2), pp. 193-206.

Creese, A., Leonard, D., Daniels, H., Hey, V., 2004. Pedagogic discourses, learning and gender identification. Language and Education, 18 (3), 191--206.

Aveyard, P., Markham, W.A., Lancashire, E., Bullock, A., Macarthur, C., Cheng, K. K., Daniels, H., 2004. The influence of school culture on smoking among pupils. Social Science & Medicine, 58 (9), pp. 1767-1780.

Cole, T., Daniels, H., Visser, J., 2003. Patterns of provision for pupils with behavioural difficulties in 1998: a study of government statistics and behaviour support plan data. Oxford Review of Education, 29 (2), pp. 187-205.

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, pp. 269-279.

Daniels, H., 2003. Vygotsky and the education of children with severe learning difficulties. SLD Experience, 37, pp. 40-45.

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--330.

Daniels, H., Hey, V., Leonard, D., Smith, M., 2002. Cuestiones De Equidad En Educacion Especial Desde La Perspectiva De Genero. Revista de Educacion, 328, pp. 169-186.

Visser, J., Cole, T., Daniels, H., 2002. Inclusion for the difficult to include. Support for Learning, 17 (1), pp. 23-27.

Sellman, E., Bedward, J., Cole, T., Daniels, H., 2002. Thematic Review: A sociocultural approach to exclusion. British Educational Research Journal, 28 (6), pp. 889-900.

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), pp. 113-124.

Daniels, H., Creese, A., Hey, V., Leonard, D., Smith, M., 2001. Gender and Learning: equity, equality and pedagogy. Support for Learning, 16 (3), pp. 112-117.

Book

Daniels, H., Lauder, H., Porter, J., eds., 2009. Educational theories, cultures and learning: A critical perspective. London: Routledge.

Daniels, H., Lauder, H., Porter, J., eds., 2009. Knowledge, values and educational policy: A critical perspective. London: Routledge.

Daniels, H., Lauder, H., Porter, J., eds., 2008. The Routledge Companion to Education. London: Routledge.

Daniels, H., 2006. Vygotsky and Pedagogy (Japanese). Osaka: Kansai University Press.

Daniels, H., 2005. An Introduction to Vygotsky (second edition). London: Routledge..

Parrilla, A., Daniels, H., 2004. Criacao e desenvolvimento de grupos de apoio entre professors. Sao Paulo: Edicoes Loyola.

Daniels, H., Cole, T., Sellman, E., Visser, J., Bedward, J., 2003. Study Of Young People Permanently Excluded From School. London: DfES.

Daniels, H., 2003. Vygotsky e a Pedagogia. Sao Paulo: Edicoes Loyola.

Daniels, H., 2003. Vygotsky y la pedagogia. Barcelona and Madrid: Temas de Educacion and Phaidos.

Cole, T., Sellman, E., Daniels, H., Visser, J., 2002. The Mental Health Needs of Young People with Emotional and Behavioural Difficulties - Bright Futures: Working with Vulnerable People. London: Mental Health Foundation.

Morais, A., Neves, I., Davies, B., Daniels, H., 2001. Towards a sociology of pedagogy: The contribution of Basil Bernstein to research. New York: Peter Lang.

Daniels, H., 2001. Vygotsky and Pedagogy. London: Routledge.

Book Section

Daniels, H., 2008. Discourse in activity. In: Ya, O., Chebykin, G., Bedny, Z., Karwowski, W., eds. Ergonomics and Applied Psychology: Developments in Theory and Practice. Atlanta, GA: CRC press Taylor and Francis.

Middleton, D., Brown, S., Daniels, H., Edwards, A., Leadbetter, J., Warmington, P., 2008. Making the Difference in Interagency Working: analytic challenges in studying professional learning in communicating what matters. In: Candlin, C., Sarangi, S., eds. Handbook of Applied Linguistics Communication in Professions and Organisations. Berlin: Mouton de Gruyter..

Daniels, H., 2008. Reflections on points of departure in the development of sociocultural and activity theory. In: van Oers, B., Elbers, E., van der Veer, R., Wardekker, W., eds. The Transformation Of Learning: Perspectives from Activity Theory. Cambridge: Cambridge University Press.

Daniels, H., Porter, J., 2008. Self Assessment as Preparation for Participation. In: Lascioli, A., ed. Pedagogia speciale in Europa: Problematiche e stato della ricerca. Verona: FrancoAngeli.

Daniels, H., Cole, M., Wertsch, J., 2007. Editors Introduction. In: Daniels, H., Cole, M., Wertsch, J., eds. Cambridge Companion to Vygotsky. New York: Cambridge University Press , pp. 1-20.

Warmington, P., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Brown, S., Popova, A., Apostolov, A., 2007. Learning leadership in multiagency work for integrating services into schools. In: Forbes, J., ed. How Service integration is operating in practice in the Scotland, Northern Ireland and England and Wales policy contexts. Aberdeen: University of Aberdeen.

Daniels, H., 2007. Pedagogy. In: Daniels, H., Cole, M., Wertsch, J., eds. Cambridge Companion to Vygotsky. New York: Cambridge University Press , pp. 307-332.

Daniels, H., 2006. Activity discourse and pedagogic change. In: Moore, R., Arnot, M., Beck, J., Daniels, H., eds. Knowledge, Power and Educational Reform: Applying the sociology of Basic Bernstein. New York and London: Routledge, pp. 163-178.

Daniels, H., Leadbetter, J., Soares, A., MacNab, N., 2006. Learning in and for cross school working. In: Yamazumi, K., ed. Building Activity Theory in Practice: toward the next generation. Osaka: Kansai University Press.

Daniels, H., 2005. Exploring interagency approaches. In: Bryson, P., ed. Not Included? Belfast: Save The Children Fund.

Daniels, H., 2005. Introduction. In: Daniels, H., ed. An Introduction to Vygotsky. London.: Routledge..

Daniels, H., Brown, S., Edwards, A., Leadbetter, J., Middleton, D., Parsons, S., Popova, A., Warmington, P., 2005. Studying Professional Learning for Inclusion. In: Yamazumi, K., Engestrom, Y., Daniels, H., eds. New Learning Challenges: Going beyond the industrial age system of school and work. Osaka: Kansai University Press.

Cole, T., Daniels, H., Visser, J., 2005. The mental health needs of pupils with EBD. In: Williams, R., Kerfoot, M., eds. Child and Adolescent Mental Health Services. Oxford : Oxford University Press.

Daniels, H., 2005. The transformation of teachers’ work in and for inclusive practice. In: Yamazumi, K., ed. International Symposium on new Learning Challenges. Osaka: Kansai University.

Daniels, H., Creese, A., Hey, V., Leonard, D., 2004. Gendered learning identity in two modalities of pedagogic discourse. In: Muller, J., Davies, B., Morais, A., eds. Reading Bernstein, Researching Bernstein. London: Routledge Falmer.

Daniels, H., Hey, V., Leonard, D., Smith, M., 2004. Issues of equity in special needs education as seen from the perspective of gender. In: Mitchell, D., ed. Special educational needs and inclusive education: Major themes in education. Volume I: Systems and contexts. London and New York: RoutledgeFalmer.

Daniels, H., Derry, J., Rahman, R., Young, A., James, N., 2004. Learning about cancer: Initial findings from a study of the acceptability and usefulness of the web as a cancer information resource. In: Miles, A., ed. The effective management of renal cell carcinoma. London : Medical Press .

Daniels, H., Edwards, A., Martin, D., Leadbetter, J., Brown, S., Middleton, D., 2004. The transformation of teachers’ work in and for inclusive practice. In: Vadeboncoeur, J., Jervis-Tracey, P., eds. Crossing Boundaries: Perspectives across paradigms in educational research. Brisbane: Australian Academic Press.

Daniels, H., 2001. Bernstein and Vygotsky: Researching institutional effects in sociocultural theory. In: Power, S., Aggleton, P., Brannen, J., Brown, A., Chisholm, L., Mace, J., eds. A tribute to Basil Bernstein 1924 – 2000. London: Institute of Education.

Norwich, B., Daniels, H., 2001. Teacher Support Teams for special educational needs in primary schools. In: Wearmouth, J., ed. Special Educational Provision in the Context of Inclusion. London: Open University Press.

Daniels, H., Creese, A., Fielding, S., Hey, V., Leonard, D., Smith, M., 2001. The gendering of social practices in special needs education. In: Hedegaard, M., ed. Learning in Classrooms. Aarhus: Aarhus University Press.

Conference or Workshop Item

Daniels, H., Porter, J., 2007. Self Assessment as Preparation for Participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, 5-7 May 2006, University of Verona. Libreria Editrice Universitaria Verona.