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  1.  9
    Vygotsky and Pedagogy.Harry Daniels - 2016 - Routledge.
    The Routledge Classic Edition of Daniels’ influential 2001 text _Vygotsky and Pedagogy_ explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing (...)
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  2.  6
    Mediation: An Expansion of the Socio-Cultural Gaze.Harry Daniels - 2015 - History of the Human Sciences 28 (2):34-50.
    One of the central pillars of Vygotsky’s contribution to social science is his concept of mediation: the process through which the social and the individual mutually shape each other. His rich, complex and challenging texts focus on a nuanced notion of mediation that was not necessarily visible to those active in the command-and-control climate of the Stalinist era. The article focuses on this notion of the lack of visibility in mediation.
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  3.  26
    Learning and Expanding with Activity Theory.Annalisa Sannino, Harry Daniels & Kris D. Gutiérrez (eds.) - 2009 - Cambridge University Press.
    In this volume, Engeström's work is used as a springboard to reflect on the question of the use, appropriation, and further development of the classic heritage within activity theory.
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  4.  33
    Activity Theory Between Historical Engagement and Future-Making Practice.Annalisa Sannino, Harry Daniels & Kris Gutiérrez - 2009 - In Annalisa Sannino, Harry Daniels & Kris D. Gutierrez (eds.), Learning and Expanding with Activity Theory. Cambridge University Press. pp. 1--18.
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  5. Reflections on Points of Departure in the Development of Sociocultural and Activity Theory.Harry Daniels - 2008 - In B. van Oers (ed.), The Transformation of Learning: Advances in Cultural-Historical Activity Theory. Cambridge University Press.
     
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  6.  16
    Stories, Class and Classrooms: Classic Tales and Popular Myths.Harry Daniels & Jan Lee - 1989 - Educational Studies 15 (1):3-14.
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  7.  17
    Analysing Institutional Effects in Activity Theory: First Steps in the Development of a Language of Description.Harry Daniels - 2006 - Outlines. Critical Practice Studies 8 (2):43-58.
    This paper explores the benefits that might arise from an appropriate fusion of the version of Activity Theory being developed by Yrjo Engestrom and the sociology of the late Basil Bernstein. It explores the common roots of the two traditions and on the basis of empirical work carried out in British special schools formulates an approach to the development of a language of description which would extend the analytical power of Activity Theory.
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  8.  11
    Vygotskian Theory and Special Education Practice in Russia.Harry Daniels & Ingrid Lunt - 1993 - Educational Studies 19 (1):79-89.
    This paper discusses tensions and dilemmas that arise in the implementation of Vygotskian psychology. It analyses the development of special educational needs provision and practice in the former Soviet Union from this perspective and identifies similarities and differences with the changes in emphasis being witnessed in England and Wales. The analysis is illustrated via reference to interviews conducted during recent visits to Russian schools and the Moscow State University.
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  9.  10
    Humanisation in Russian Education: A Transition Between State Determinism and Individualism.Harry Daniels, Norman Lucas, Michael Totterdell & Olga Fomina - 1995 - Educational Studies 21 (1):29-39.
    This article is concerned with the development of humanisation in contemporary Russian education where it is regarded as a key factor influencing social change in the country. The authors draw on the proceedings of a seminar held in Moscow in 1994 concerned with the future of Russian education. Through an analysis of past Russian educational development and related psychological theory an argument is developed which suggests that present trends owe more than may be expected to the past. The concept of (...)
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  10.  9
    Teacher Support Teams for Special Educational Needs in Primary Schools: Evaluating a Teacher-Focused Support Scheme.Brahm Norwich & Harry Daniels - 1997 - Educational Studies 23 (1):5-24.
    This paper reports on part of an evaluation of teacher support teams as a special education needs support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools’ approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about behaviour problems, though (...)
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  11.  3
    Number Competence and Communication Difficulty: A Vygotskian Analysis.Harry Daniels - 1990 - Educational Studies 16 (1):49-59.
    Summary The first part of this paper consists of a discussion of the implications of a Vygotskian developmental model for teaching mathematics to children with communication difficulties. The second describes an exploratory empirical investigation of mathematical behaviour on the part of children with communication difficulties.
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