Дэниелс Гарри

Книги:

1. Lauder, H., Young, M., Daniels, H., Balarin, M. and Lowe, J., eds., 2011. Forthcoming. Educating for the Knowledge Economy? Critical Perspectives. Abingdon: Routledge.
2. Daniels, H. and Hedegaard, M., eds., 2011. Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. London: Continuum.
3. Daniels, H., Edwards, A., Engeström, Y., Gallagher, T. and Ludvigsen, S. R., 2009. Activity Theory in Practice: Promoting learning across boundaries and agencies. Routledge.
4. Sannino, A., Daniels,H. and Gutiérrez, K. D., eds., 2009. Learning and Expanding with Activity Theory. New York: Cambridge University Press.
5. Daniels, H., Lauder, H. and Porter, J., eds., 2009. Educational theories, cultures and learning: A critical perspective. London: Routledge.
6. Daniels, H., Lauder, H. and Porter, J., eds., 2009. Knowledge, values and educational policy: A critical perspective. London: Routledge.
7. Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. and Warmington, P., 2009. Improving Inter-professional Collaborations: Multi-agency working for children's wellbeing. Oxford: Routledge.
8. Daniels, H., Lauder, H. and Porter, J., eds., 2008. The Routledge Companion to Education. London: Routledge.
9. Daniels, H., 2008. Vygotsky and Research. London: Routledge.
10. Daniels, H., Cole, M. and Wertsch, J., eds., 2007. Cambridge Companion to Vygotsky. New York: Cambridge University Press.
11. Moore, R., Arnot, M., Beck, J. and Daniels, H., eds., 2006. Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein. London: Routledge.
12. Daniels, H. and Garner, P., eds., 2006. Inclusive Education: World Yearbook of Education (In Japanese). Tokyo: Akashi Shoten.
13. Daniels, H., 2006. Vygotsky and Pedagogy (Japanese). Osaka: Kansai University Press.
14. Daniels, H., 2005. An Introduction to Vygotsky (second edition). London: Routledge..
15. Yamazumi, K., Engestrom, Y. and Daniels, H., eds., 2005. New Learning Challenges: Going beyond the industrial age system of school and work. Osaka: Kansai University Press.
16. Parrilla, A. and Daniels, H., 2004. Criacao e desenvolvimento de grupos de apoio entre professors. Sao Paulo: Edicoes Loyola.
17. Daniels, H. and Edwards, A., eds., 2003. The Routledge Falmer Reader in the Psychology of Education. London: Routledge Falmer.
18. Daniels, H., Cole, T., Sellman, E., Visser, J. and Bedward, J., 2003. Study Of Young People Permanently Excluded From School. London: DfES.
19. Daniels, H., 2003. Vygotsky e a Pedagogia. Sao Paulo: Edicoes Loyola.
20. Daniels, H., 2003. Vygotsky y la pedagogia. Barcelona and Madrid: Temas de Educacion and Phaidos.
21. Cole, T., Sellman, E., Daniels, H. and 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.
22. Daniels, H., ed., 2002. Uma introducao a Vygotsky. Sao Paulo: Edicoes Loyola.
23. Daniels, H., Gulliford, A., Miller, C., Smith, C., Tilstone, C. and Tobin, M., eds., 2001. Effecting Change for the Child with Special Educational Needs: A Celebration of the Contribution of Profesor Ron Gulliford. Birmingham: University of Birmingham.
24. Visser, J., Daniels, H. and Cole, T., eds., 2001. Emotional and Behavioural Difficulty in Mainstream Schools. London: Sage.
25. Morais, A., Neves, I., Davies, B. and Daniels, H., 2001. Towards a sociology of pedagogy: The contribution of Basil Bernstein to research. New York: Peter Lang.
26. Daniels, H., 2001. Vygotsky and Pedagogy. London: Routledge.
27. Daniels, H., 1999. Special Education Reformed: Inclusion - Beyond Rhetoric? London: Routledge.
28. Daniels, H. and Garner, P., eds., 1999. Inclusive Education: World Yearbook of Education 1999. London: Routledge.

Разделы книг:

1. Eddy Spicer, D. and Daniels, H., 2012. Forthcoming. Living and working within the institution of schooling: Authority as pedagogy of the everyday. In: Omi, Y., Rodriguez, L., Peralta, M. C. and Valsiner, J., eds. Lives and relationships: culture in transition between social roles. InfoAge Publications.
2. Daniels, H., 2012. The Interface between the sociology of practice and the analysis of talk in the study of change in educational settings. In: Valsiner, J., ed. The Oxford Handbook of Culture and Psychology. New York: Oxford University Press, pp. 817-829.
3. Lauder, H., Young, M., Daniels, H., Balarin, M. and Lowe, J., 2011. Forthcoming. Introduction. In: Lauder, H., Young, M., Daniels, H., Balarin, M. and Lowe, J., eds. Educating for the Knowledge Economy? Critical Perspectives. Abingdon: Routledge.
4. Daniels, H., 2011. Forthcoming. The ‘social’ in post-Vygotskian theory. In: Wyse, D., ed. Literacy Teaching and Learning. London: SAGE.
5. Daniels, H., 2011. An approach to notions of subject position and discourse in Activity Theory. In: Kanes, C., ed. Elaborating Professionalism: Studies in Practice and Theory. London: Springer, pp. 167-182.
6. Daniels, H., 2011. Support for children and schools through cultural intervention. In: Daniels, H. and Hedegaard, M., eds. Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. London: Continuum, pp. 153-172.
7. Daniels, H., 2010. Subject position and discourse in Activity Thoery. In: Frandji, D. and Vitale, P., eds. Knowledge, Pedagogy and Society: International Perspectives on Basil Bernstein's Sociology of Education. Abingdon: Routledge.
8. Daniels, H., 2010. Vygotsky and Psychology. In: Goswami, U., ed. The Wiley-Blackwell Handbook of Childhood Cognitive Development, 2nd Edition. Chichester: Wiley-Blackwell, pp. 673-697.
9. Daniels, H., 2010. Analysing communicative action in institutions as it brings about change: where the cultural historical shapes the interactional. In: Yamazumi, K., ed. Activity Theory and Fostering Learning: Developmental Interventions in Education and Work. Osaka: Kansai University Press, pp. 29-61.
10. Daniels, H., Leadbetter, J., Soares, A. and MacNab, N., 2010. Learning in and for cross school working. In: Siebert, B., ed. Integrative Pädagogik und die Kulturhistorische Theorie. Peter Lang.
11. Daniels, H., 2010. Subject position and identity in changing workplaces. In: Singh, P., Sadovnik, A. and Semel, S., eds. Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein's Sociology of Knowledge. New York: Peter Lang, pp. 103-120.
12. Daniels, H., 2010. Using and developing Activity Theory: Subject position and discourse in multi-agency settings. In: Aunio, P., Jahnukainen, M., Kallard, M. and Silvonen, J., eds. Piaget Is Dead, Vygotsky Is Still Alive, Or? Helsinki: Finnish Educational Research Association.
13. Porter, J. and Daniels, H., 2010. Using non-directive research methods to explore the barriers and supports to learning. In: Prasher, V., ed. Contemporary Issues in Intellectual Disabilities. New York: Nova Science.
14. Daniels, H. and Porter, J., 2009. Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R., eds. The Cambridge Primary Review Research Surveys. London: Routledge, pp. 217-240.
15. Sannino, A., Daniels, H. and Gutiérrez, K., 2009. Activity theory between historical engagement and future-making practice. In: Sannino, A., Daniels, H. and Gutiérrez, K. D., eds. Learning and Expanding with Activity Theory. Cambridge, pp. 1-18.
16. Sannio, A., Daniels, H. and Gutierrez, K. D., 2009. Editors Introduction. In: Sannino, A., Daniels, H. and Gutiérrez, K. D., eds. Learning and Expanding with Activity Theory. New York: Cambridge University Press, xi-xxi.
17. Daniels, H., 2009. Implicit or invisible mediation in the development of interagency work. In: Daniels, H., Edwards, A., Engeström , Y., Gallagher, T. and Ludvigsen , S., eds. Activity Theory in Practice: Promoting learning across boundaries and agencies. Routledge, pp. 105-125.
18. Daniels, H. and Edwards, A., 2009. De positie van het subject in de activiteit: een studie in activiteitstheoretisch perspectief. In: van Oers, B., Leeman, Y. and Volman, M., eds. Burgerschapsvorming en Identiteitsontwikkeling [Civic Education and Identity formation]. Van Gorcum, pp. 149-160.
19. Warmington, P., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Brown, S., Popova, A. and Apostolov, A., 2009. Learning leadership in multiagency work. In: Forbes, J. and Watson, C., eds. Service Integration in Schools. Sense Publishers.
20. Daniels, H., 2008. Vygotsky and inclusion. In: Hick, P., Kershner, R. and Farrell, P., eds. Psychology for Inclusive Education: New Directions in Thoery and Practice. London: Routledge, pp. 24-37.
21. Daniels, H., 2008. Discourse in activity. In: Ya, O., Chebykin, G., Bedny, Z. and Karwowski, W., eds. Ergonomics and Applied Psychology: Developments in Theory and Practice. Atlanta, GA: CRC press Taylor and Francis.
22. Middleton, D., Brown, S., Daniels, H., Edwards, A., Leadbetter, J. and Warmington, P., 2008. Making the Difference in Interagency Working: analytic challenges in studying professional learning in communicating what matters. In: Candlin, C. and Sarangi, S., eds. Handbook of Applied Linguistics Communication in Professions and Organisations. Berlin: Mouton de Gruyter..
23. Daniels, H., 2008. Positionnement du sujet et discourse dans la theorie de l'activite. In: Frandji, D. and Vitale, P., eds. Actualite de Basil Bernstein: Savoir, Pedagogie et Societe. Rennes: Presses Universtaires de Rennes.
24. 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. and Wardekker, W., eds. The Transformation Of Learning: Perspectives from Activity Theory. Cambridge: Cambridge University Press.
25. Daniels, H. and Porter, J., 2008. Self Assessment as Preparation for Participation. In: Lascioli, A., ed. Pedagogia speciale in Europa: Problematiche e stato della ricerca. Verona: FrancoAngeli.
26. Daniels, H., Cole, M. and Wertsch, J., 2007. Editors Introduction. In: Daniels, H., Cole, M. and Wertsch, J., eds. Cambridge Companion to Vygotsky. New York: Cambridge University Press , pp. 1-20.
27. Warmington, P., Daniels, H., Edwards, A., Leadbetter, J., Martin, D., Middleton, D., Brown, S., Popova, A. and 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.
28. Daniels, H., 2007. Pedagogy. In: Daniels, H., Cole, M. and Wertsch, J., eds. Cambridge Companion to Vygotsky. New York: Cambridge University Press , pp. 307-332.
29. Daniels, H., 2006. Activity discourse and pedagogic change. In: Moore, R., Arnot, M., Beck, J. and Daniels, H., eds. Knowledge, Power and Educational Reform: Applying the sociology of Basic Bernstein. New York and London: Routledge, pp. 163-178.
30. Daniels, H., Leadbetter, J., Soares, A. and 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.
31. Daniels, H., 2005. Exploring interagency approaches. In: Bryson, P., ed. Not Included? Belfast: Save The Children Fund.
32. Daniels, H., 2005. Introduction. In: Daniels, H., ed. An Introduction to Vygotsky. London.: Routledge..
33. Daniels, H., Brown, S., Edwards, A., Leadbetter, J., Middleton, D., Parsons, S., Popova, A. and Warmington, P., 2005. Studying Professional Learning for Inclusion. In: Yamazumi, K., Engestrom, Y. and Daniels, H., eds. New Learning Challenges: Going beyond the industrial age system of school and work. Osaka: Kansai University Press.
34. Cole, T., Daniels, H. and Visser, J., 2005. The mental health needs of pupils with EBD. In: Williams, R. and Kerfoot, M., eds. Child and Adolescent Mental Health Services. Oxford : Oxford University Press.
35. 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.
36. Daniels, H., Creese, A., Hey, V. and Leonard, D., 2004. Gendered learning identity in two modalities of pedagogic discourse. In: Muller, J., Davies, B. and Morais, A., eds. Reading Bernstein, Researching Bernstein. London: Routledge Falmer.
37. Daniels, H., Hey, V., Leonard, D. and 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.
38. Daniels, H., Derry, J., Rahman, R., Young, A. and 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 .
39. Daniels, H., Edwards, A., Martin, D., Leadbetter, J., Brown, S. and Middleton, D., 2004. The transformation of teachers’ work in and for inclusive practice. In: Vadeboncoeur, J. and Jervis-Tracey, P., eds. Crossing Boundaries: Perspectives across paradigms in educational research. Brisbane: Australian Academic Press.
40. Hey, V., Creese, A., Daniels, H., Fielding, S., Leonard, D. and Smith, M., 2001. Sad, bad or sexy: girls talk in and out of the classroom. In: Martino, W. and Meyenn, B., eds. What about the Boys: Issues of Masculinity in Schools. Open University Press.
41. Daniels, H., 2001. Bernstein and Vygotsky: Researching institutional effects in sociocultural theory. In: Power, S., Aggleton, P., Brannen, J., Brown, A., Chisholm, L. and Mace, J., eds. A tribute to Basil Bernstein 1924 – 2000. London: Institute of Education.
42. Daniels, H., 2001. Reflection. In: Clough, P. and Corbett, J., eds. Thoeries of Inclusive Education: A Student's Guide. London: Sage, pp. 80-83.
43. Norwich, B. and 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.
44. Daniels, H., Creese, A., Fielding, S., Hey, V., Leonard, D. and Smith, M., 2001. The gendering of social practices in special needs education. In: Hedegaard, M., ed. Learning in Classrooms. Aarhus: Aarhus University Press.
45. Parrilla, A. and Daniels, H., 2000. Diversidad y educacio: El asesoramiento pedagogico como estrategia de cambio. In: Estebaranz, A., ed. Construyendo el cambio: Perspectivas y propuestas de innovacion educativa. Sevilla: University de Sevilla.
46. Visser, J., Cole, T. and Daniels, H., 2000. Modelling the caring learning school. In: Ruoho, K., ed. Emotional and Behavioural Difficulties. Joensuun Yliopisto: University of Joensuu.
47. Cole, T., Visser, J. and Daniels, H., 2000. Proficient schooling for pupils with EBD: an Activity Theory approach to research. In: Ruoho, K., ed. Emotional and Behavioural Difficulties. Joensuun Yliopisto: University of Joensuu.
48. Daniels, H., Cole, T. and Visser, J., 2000. Values and behaviour in education: an Activity Theory approach to research. In: Ruoho, K., ed. Emotional and Behavioural Difficulties. Joensuun Yliopisto: University of Joensuu.
49. Daniels, H., 1999. Issues of equity in special needs education as seen from the perspective of gender. In: Daniels, H., ed. Special Education Reformed: Inclusion - Beyond Rhetoric? London: Routledge.
50. Daniels, H., 1999. Supporting collaborative problem solving in schools. In: Daniels, H., ed. Special Education Reformed: Inclusion - Beyond Rhetoric? London: Routledge.
51. Daniels, H. and Garner, P., 1999. Introduction to the paperback edition of Inclusive Education: New challenges for the new millenium. In: Daniels, H. and Garner, P., eds. Inclusive Education: World Yearbook of Education 1999. London: Routledge.