Items from Research Centres & Institutes > Centre for Socio-cultural and Activity Theory Research (CSAT)

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Carr, S., Colthurst, K., Coyle, M. and Elliott, D., 2013. Attachment dimensions as predictors of mental health and psychosocial well-being in the transition to university. European Journal of Psychology of Education, 28 (2), pp. 157-172.


Murakami, K., 2012. Culture in action: a discursive approach. In: Valsiner, J., ed. The Oxford handbook of culture and psychology. New York: Oxford University Press, pp. 468-486.


Chaiklin, S., 2011. Всего восемьдесят лет, и все еще растем: «разговор» С Володей Зинченко о теории деятельности [Eighty years young, and still growing: "Conversation" with Voloyda Zinchenko and theory of activity]. In: Щедриной, Т. Г., ed. Стиль мышления: проблема исторического единства научного знания. К 80-летию Владимира Петровича Зинченко. Moscow: Российская политическая энциклопедия (РОССПЭН), pp. 175-186.

Daniels, H., 2011. Analysing trajectories of professional learning in changing workplaces. Culture & Psychology, 17 (3), pp. 359-377.

Eddy Spicer, D. H., 2011. From artefact to tool: The development of teachers' collective agency in the enactment of reform. Pedagogies: An International Journal, 6 (4), pp. 359-380.

Kontopodis, M. and Newnham, D. S., 2011. Building bridges in dialogue with the future: An introduction. Ethos, 39 (1), pp. 71-75.


Daniels, H. and Cole, T., 2010. Exclusion from school: short-term setback or a long term of difficulties? European Journal of Special Needs Education, 25 (2), pp. 115-130.

Eddy Spicer, D. H., 2010. The teacher-leader’s dilemma: authority and knowledge building in collaborative practice. In: American Educational Research Association Annual Meeting, 2010-04-30 - 2010-05-04.

Martsin, M., 2010. Making sense of identity dialogues. Culture & Psychology, 16 (1), pp. 109-115.


Daniels, H., Lauder, H. and Porter, J., eds., 2009. Educational Theories, Cultures and Learning:A Critical Perspective. Routledge. (Critical Perspectives on Education)

Skidmore, D., 2009. Pedagogy and dialogue. In: Hick, P. and Thomas, G., eds. Inclusion and diversity in education: volume 3 inclusive pedagogy in curricula and classrooms. London: Sage, pp. 362-373. (SAGE library of educational thought & practice)

Skidmore, D. and Murakami, K., 2009. The prosody of pedagogy. In: The First Researchers' Conference - Exploring New Territories: Interdisciplinary Research and Collaboration, 2009-02-12.


Rees, S. A. and Skidmore, D., 2008. Redesigning the scaffolding metaphor to suit pupils with Acquired Brain Injury. European Journal of Special Needs Education, 23 (4), pp. 379-392.

Rees, S. A. and Skidmore, D., 2008. The classical classroom: enhancing learning for pupils with Acquired Brain Injury (ABI). Journal of Research in Special Educational Needs, 8 (2), pp. 88-95.

Skidmore, D., 2008. Prosodic orientation in teacher-student dialogue. In: European Conference on Educational Research (ECER 2008), 2008-09-08 - 2008-09-09.

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