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

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

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

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.

Daniels, H., 2010. The mutual shaping of human action and institutional settings: a study of the transformation of children's services and professional work. British Journal of Sociology of Education, 31 (4), pp. 377-393.

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., 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.

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, Denver, CO..

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

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

Murakami, K., 2011. Forthcoming. Culture in Action: A discursive approach. In: Valsiner, J., ed. The Oxford Handbook of Culture and Psychology. Oxford: Oxford University Press.

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

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, Bath.