Harry Daniels

Perret-Clermont A., Wertsch J.V., Francis D., Dafermos M., Daniels H., Veresov N.N., Vasilev V.K., Levterova D., Veggetti S.M.

Greetings from Our Foreign Colleagues

Cultural-Historical Psychology (2018. Vol. 14, no. 4, pp. 30–40)

DOI

10.17759/chp.2018140405

477

Daniels H.

Vygotsky: Between Socio-Cultural Relativismand Historical Materialism. From a Psychologicalto a Pedagogical Perspective

Cultural-Historical Psychology (2018. Vol. 14, no. 3, pp. 36–42)

DOI

10.17759/chp.2018140303

1795

Rubtsova O.V., Daniels H.

The Concept of Drama in Vygotsky’s Theory: Application in Research

Cultural-Historical Psychology (2016. Vol. 12, no. 3, pp. 189–207)

DOI

10.17759/chp.2016120310

4169

Daniels H.

Applying Activity Theory in Multiagency Settings

Cultural-Historical Psychology (2016. Vol. 12, no. 3, pp. 15–26)

DOI

10.17759/chp.2016120302

1619

Daniels H.

Vygotsky and Dialogic Pedagogy

Cultural-Historical Psychology (2014. Vol. 10, no. 3, pp. 19–29)

8264

Daniels H., Downes E.

Identity and creativity: The transformative potential of drama lessons

Journal of Modern Foreign Psychology (2014. Vol. 3, no. 2, pp. 41–71)

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Daniels H.

Dialectic and Dialogic: The essence of a Vygotskian Pedagogy

Cultural-Historical Psychology (2012. Vol. 8, no. 3, pp. 70–79)

1864

Daniels H.

Exclusion from School and Its Consequences

Psychological Science and Education (2011. Vol. 16, no. 1, pp. 38–50)

1201

Daniels H.

Motives, emotion, and change

Cultural-Historical Psychology (2010. Vol. 6, no. 2, pp. 24–33)

1071

Daniels H., Leadbetter J., Soares A., MacNab N.

Promoting Creativity within and across schools: An application of Activity Theory

Cultural-Historical Psychology (2007. Vol. 3, no. 2, pp. 21–32)

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