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Research presentation

Anneli Frelin

Anneli Frelin, professor i didaktik.

Research presentation

Anneli Frelin

PhD Professor in Curriculum Studies

Research director, Strategic research area Innovative learning

Research subject: Curriculum studies
Research domain: Educational Science

Anneli Frelin is Professor of Curriculum Studies at the University of Gävle, Sweden. With a background in teaching, her main interest is what makes education work for all. She has conducted projects on topics such as innovative learning environments, whole-school approaches to creating sustainable educational environments, safe schools, teachers’ professionalism and teacher commitment. She has a special interest in spatial, relational, and curriculum theories and her articles have been published in international and national journals. She is deputy director of the strategic research area Innovative learning, With Jan Grannäs, she also co-directs the research group ROLE (Research on Learning Environments) and is deputy director of the research program LET (Learning Environments of Tomorrow. She is also involved in the European research network DRAPES (Design, Research and Practice in Educational Spaces) and in several research projects.

Research group: ROLE – Research On Learning Environments

CURRENT RESEARCH

  • A learning environment testbed to evaluate benefits for lighting beyond retrofits
  • Success factors for functional preschool environments
  • CoReD – Collaborative Redesign with Schools
  • Research study on learning environments in two schools  

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Articles


Scholarly articles, refereed

Frelin, A. & Grannäs, J. (2022). Teachers’ pre-occupancy evaluation of affordances in a multi-zone flexible learning environment - introducing an analytical model. Pedagogy, Culture & Society, 30 (2), 243-259. 10.1080/14681366.2020.1797859 [More information]
Frelin, A. & Grannäs, J. (2021). Designing and building robust innovative learning environments. Buildings, 11 (8). 10.3390/buildings11080345 [More information]
Grannäs, J. & Frelin, A. (2021). Weathering the perfect policy storm: a case study of municipal responses to educational reform surges in Sweden. Pedagogy, Culture & Society, 29 (2), 281-297. 10.1080/14681366.2020.1732448 [More information]
Frelin, A. (2020). Utbildningens mellanrum. Utbildning och Demokrati, 29 (2), 63-80. External link [More information]
Frelin, A. & Fransson, G. (2019). Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform. International Journal of Educational Management, 33 (4), 556-568. 10.1108/IJEM-02-2018-0076 [More information]
Rytivaara, A. & Frelin, A. (2017). Committed to trouble : Learning from teachers’ stories of challenging yet rewarding teacher-student relationships. Teaching and Teacher Education : An International Journal of Research and Studies, 68, 12-20. 10.1016/j.tate.2017.08.004 [More information]
Frelin, A. (2017). Enacting democratic relations in everyday teaching : comparing teachers’ practices from preschool to high school. Citizenship Teaching and Learning, 12 (3), 341-353. 10.1386/ctl.12.3.341_1 [More information]
Frelin, A. & Fransson, G. (2017). Four components that sustain teachers’ commitment to students : a relational and temporal model. Reflective Practice, 18 (5), 641-654. 10.1080/14623943.2017.1307722 [More information]
Grannäs, J. & Frelin, A. (2017). Highlighting educational support professionals’ indirect contributions to the educational environment. Nordic Studies in Education, 37 (3-4), 217-230. 10.18261/issn.1891-5949-2017-03-04-07 [More information]
Frelin, A. & Grannäs, J. (2017). Skolans mellanrum : Ett relationellt och rumsligt perspektiv på utbildningsmiljöer. Pedagogisk forskning i Sverige, 22 (3-4), 198-214. [More information]
Grannäs, J. & Frelin, A. (2017). Spaces of student support : comparing educational environments from two time periods. Improving Schools, 20 (2), 127-142. 10.1177/1365480216688547 [More information]
Fransson, G. & Frelin, A. (2016). Highly committed teachers: what makes them tick? : A study of sustained commitment. Teachers and Teaching : theory and practice, 22 (8), 896-912. 10.1080/13540602.2016.1201469 [More information]
Edling, S. & Frelin, A. (2016). Sensing as an ethical dimension of teacher professionality. Journal of Moral Education, 45 (1), 46-58. 10.1080/03057240.2015.1127801 [More information]
Frelin, A. & Grannäs, J. (2015). Direct and indirect educational relationships : Developing a typology for the contribution of different categories of school staff in relation to students’ educational experiences. Improving Schools, 18 (1), 56-68. 10.1177/1365480214562124 [More information]
Frelin, A. (2015). Relational underpinnings and professionality : A case study of a teacher’s practices involving students with experiences of school failure. School Psychology International, 36 (6), 589-604. 10.1177/0143034315607412 [More information]
Edling, S. & Frelin, A. (2014). Evidence is not enough for developing democratic values : on the role of theory in teacher education. Citizenship, Social and Economics Education, 13 (3), 148-155. 10.2304/csee.2014.13.3.148 [More information]
Frelin, A. (2014). Professionally present : highlighting the temporal aspect of teachers' professional judgment. Teacher Development, 18 (2), 264-273. 10.1080/13664530.2014.900517 [More information]
Frelin, A. & Grannäs, J. (2014). Studying relational spaces in secondary school : applying a spatial framework for the study of borderlands and relational work in school improvement processes. Improving Schools, 17 (2), 135-147. 10.1177/1365480214534540 [More information]
Frelin, A. (2013). Att hantera läraryrkets komplexitet(er) – en grund för professionalitet?. Utbildning och Demokrati, 22 (1), 7-27. [More information]
Edling, S. & Frelin, A. (2013). Doing good? : Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement. Teachers and Teaching : theory and practice, 19 (4), 419-432. 10.1080/13540602.2013.770234 [More information]
Frelin, A. & Grannäs, J. (2013). The production of present and absent presences in education. Journal of Pedagogy, 4 (2), 139-161. 10.2478/jped-2013-0008 [More information]
Frelin, A. & Grannäs, J. (2010). Negotiations left behind : in-between spaces of teacher-student negotiation and their significance for education. Journal of Curriculum Studies, 42 (3), 353-369. 10.1080/00220272.2010.485650 [More information]

Scholarly articles, non-refereed

Frelin, A., Grannäs, J. & Rönnlund, M. (2021). Transitions in Nordic school environments – an introduction. Education Inquiry, 12 (3), 217-224. 10.1080/20004508.2021.1947625 [More information]
Frelin, A., Gershon, W. & Grannäs, J. (2014). Marknadsstyrning skapar oönskade elever. Pedagogiska Magasinet, 2. [More information]
Edling, S. & Frelin, A. (2012). Var går gränsen för lärares ansvar?. Pedagogiska Magasinet (4). [More information]
Frelin, A. (2011). Auktoritet är inte att peka med hela handen. Pedagogiska Magasinet (1), 16-20. [More information]

Other articles (popular science, debate etc.)

Frelin, A. & Grannäs, J. (2014). Trygga möten i skolans mellanrum. Elevhälsa (3). [More information]

Books

Frelin, A. (2013). Exploring Relational Professionalism in Schools. Rotterdam: Sense Publishers. 146 p. (Studies in Professional Life and Work 8) [More information]
Frelin, A. (2012). Lyhörda lärare : Professionellt relationsbyggande i förskola och skola. Stockholm: Liber. 160 p. [More information]

Doctoral thesis

Frelin, A. (2010). Teachers' Relational Practices and Professionality. Diss. , 2010. Uppsala: Institutionen för didaktik. 243 p. External link [More information]

Book chapters

Frelin, A. & Grannäs, J. (2021). Students’ Digital Photo Stories about School Spaces for Safety and Learning. Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]. InTech. 10.5772/intechopen.101195 [More information]
Frelin, A. & Grannäs, J. (2019). Konflikthantering i skolan : Ett ekologiskt perspektiv. Skolans konflikter : Vad varje lärare bör veta. Lund: Studentlitteratur AB. P. 75-92. [More information]
Frelin, A. & Wistrand, A. (2018). Professionalitet under press : Lärares arbete bland restträsk, pappersfloder och medkänslomalströmmar. Läraren och yrkesetiken. Lund: Studentlitteratur AB. P. 106-124. [More information]
Frelin, A. (2016). Curriculum, Didaktik, and Professional Teaching : Conceptual Contributions from the Intersections of Curriculum Studies in an Age of «Crisis» in Education. Curriculum : Decanonizing the Field. New York: Peter Lang Publishing Group. [More information]
Edling, S. & Frelin, A. (2015). Promoting Social Justice in Swedish Teacher Education. International Teacher Education : Promising Pedagogies (Part B). Bingley: Emerald Group Publishing Limited. P. 305-328. 10.1108/S1479-368720150000025013 [More information]
Nordänger, U., Lindkvist, P., Frelin, A., Fransson, G. & Andrae Thelin, A. (2015). ”Väg-skäl” – En longitudinell studie av val och ideal i lärares yrkesbanor. Resultatdialogen 2015. Stockholm: Vetenskapsrådet. P. 149-159. External link [More information]
Frelin, A. (2014). Att bygga undervisningsrelationer i gymnasieskolans introduktionsprogram. Inkludering : möjligheter och utmaningar. Lund. P. 91-106. External link [More information]
Frelin, A. (2014). Classroom Management in the Corridor : Teacher-Student Negotiations of an Educational Authority Relationship Outside of the Classroom Context. Breaking the Mold of Classroom Management : What Educators Should Know and Do to Enable Student Success. Lanham: Rowman & Littlefield Publishers. P. 35-41. [More information]
Frelin, A. & Grannäs, J. (2014). Navigating middle ground : a spatial perspective on the borderlands of teacher-student relationships in secondary school. Interpersonal Relationships in Education : From Theory to Practice. Rotterdam: Sense Publishers. P. 57-70. External link [More information]
Frelin, A. (2012). Auktoritet är inte att peka med hela handen. Uppdrag lärare : En antologi om status, yrkesskicklighet och framtidsdrömmar. Stockholm: Lärarförbundets förlag. P. 39-46. [More information]
Frelin, A. (2008). Professionell närhet och distans : En dimension av lärares arbete ur ett genusperspektiv. Läraren i blickpunkten : Olika perspektiv på lärares liv och arbete. Stockholm: Lärarförbundets förlag. [More information]

Conference papers

Frelin, A., Grannäs, J., Sundholm, M. & van de Meulebrouck, T. (2023). Evaluation of a School Building Program using Pedagogical Walk-throughs. . [More information]
Frelin, A., Grannäs, J. & Mörck Riekki, W. (2023). Innovative learning environments as a place for examination of the concept of team teaching. . [More information]
Frelin, A. & Grannäs, J. (2021). Secondary School Teachers' Perceptions of Affordances in a Planned Multizone Flexible Learning Environment. . [More information]
Grannäs, J. & Frelin, A. (2020). Secondary School Teachers’ Virtual 3D Pre-occupancy Evaluation of a Flexible Learning Environment. . [More information]
Frelin, A. (2019). Comparisons Across Borders : The Professional Territories of Teachers and Social Pedagogues. . [More information]
Grannäs, J. & Frelin, A. (2019). Digital surveillance of students in educational spaces. . [More information]
Frelin, A. & Grannäs, J. (2019). Policy enactment in an era of transition from compensation to competition. . [More information]
Frelin, A., de Laval, S. & Grannäs, J. (2019). Practice oriented multidisciplinary post occupancy evaluation as a tool for planning and remodeling of school facilities. . [More information]
Frelin, A. & Grannäs, J. (2019). Teachers’ pedagogical conceptions of a planned activity based learning environment. . [More information]
Frelin, A. & Grannäs, J. (2018). Changing school environments through the eyes of the students. AERA abstract repository. [More information]
Frelin, A. & Quiles-Fernández, E. (2018). Professional border territories : A cross-country understanding of social educators and pedagogues in the school landscape. . [More information]
Frelin, A. & Alterator, S. (2018). Professional border territory negotiations between teachers and social pedagogues – a case study. NERA 2018 - 46th Congress: Educational Research: Boundaries, Breaches and Bridges : Abstracts. P. 424-. [More information]
Frelin, A. & Grannäs, J. (2017). Changing school environments through the eyes of the students. . [More information]
Fransson, G., Frelin, A. & Grannäs, J. (2017). Exploring a conceptual framework to understand how principals balance the partly contradictory tasks of evaluating and supporting newly qualified teachers. . [More information]
Frelin, A. & Grannäs, J. (2017). Exploring the Support Function ”School Host” as Equalizer of Educational Opportunity in the School Environment. . [More information]
Frelin, A. & Grannäs, J. (2017). Professional territories in open learning environments : – examining collaborations between teachers and social pedagogues. . [More information]
Grannäs, J. & Frelin, A. (2017). Task Perception Taking Place : Comparing Student Welfare Officers in Differing School Environments using Spatial Perspectives. . [More information]
Frelin, A. & Grannäs, J. (2017). The role of dataveillance software in school leaders’ surveillance of teachers. . [More information]
Frelin, A. & Grannäs, J. (2016). Compensatory conditions in the corridor : comparing staff work in (secondary) schools designed in two different time periods. . [More information]
Rytivaara, A. & Frelin, A. (2016). Finding the reward in the challenge : Teachers' stories of balancing difficult relationships with students. . External link [More information]
Grannäs, J., Fransson, G. & Frelin, A. (2016). Principals’ assessments of NQTs’ competences : The use of informal and interpersonal sources of information for assessment. 2016 annual meeting of the American Educational Research Association. [More information]
Frelin, A., Grannäs, J. & Fransson, G. (2016). Relational Dimensions of Policy Enactment : Principals' Experiences of Relations With Newly Qualified Teachers During the Teacher Registration Reform. . External link [More information]
Frelin, A. & Grannäs, J. (2016). Relationell pedagogik i korridoren? : ett rumsligt och relationellt perspektiv på skolans relationsarbete. . [More information]
Grannäs, J. & Frelin, A. (2016). The production of “An equal school with high quality” : Municipal responses to reforms aimed at excellence and equity. NERA 2016 Social Justice, Equality and Solidarity in Education : Book of Abstracts. P. 60-61. External link [More information]
Frelin, A. (2015). Before learning : exploring the foundation of an educational relationship. . [More information]
Frelin, A. (2015). Challenging classroom situations : How teachers sustain their commitment to students against the odds. EARLI 2015 : Book of Abstracts. External link [More information]
Grannäs, J. & Frelin, A. (2015). Education Support Professionals and the atomistic logics of school governance. . [More information]
Frelin, A. & Grannäs, J. (2015). Highlighting indirect functions : implications of using an ecological understanding for exploring safe educational environments. Abstract book. P. 10-10. External link [More information]
Frelin, A. & Rytivaara, A. (2015). Learning from challenges : teachers’ stories of turnaround in relationships with students. . External link [More information]
Edling, S. & Frelin, A. (2015). Promoting social justice in Swedish Teacher Education. . [More information]
Fransson, G., Frelin, A. & Grannäs, J. (2015). Resources and Support for Principals’ Assessment of Newly Qualified Teachers During a Teacher Registration Reform. . P. 1076-. [More information]
Edling, S. & Frelin, A. (2015). Teacher Professionality and Sensing : Engaging in Dialogue About Professionality and Ethics Without a Foundation. . [More information]
Frelin, A. & Grannäs, J. (2015). Using a Spatial Perspective to Explore the Creation of Safe School Environments. . [More information]
Fransson, G., Frelin, A. & Grannäs, J. (2014). Exploring a conceptual framework for research on Induction and Mentoring : Combining Policy enactment, task perception, and agency. AERA conference, digital database. [More information]
Frelin, A. (2014). Exploring challenging teacher-student relationships in teachers’ lives and how these may elicit commitment. AARE Conference Proceedings 2014. External link [More information]
Frelin, A. (2014). Fostering democratic relations : Comparing teacher practices from preschool to high school. . [More information]
Grannäs, J. & Frelin, A. (2014). In the face of Neo-Liberalism : Public educators and resources for defending a democratic discourse. . [More information]
Edling, S. & Frelin, A. (2014). Moral education and the desire to counteract violence : A theoretical discussion about moral reasoning and teacher professionality. . [More information]
Frelin, A. & Fransson, G. (2014). Teacher-student relationships matter : relational dimensions of teacher commitment to students. Teachers matter - but how?. [More information]
Grannäs, J. & Frelin, A. (2014). Using a spatial perspective for analyzing teachers’ task perception in the educational environment. . [More information]
Grannäs, J. & Frelin, A. (2013). Concerns and Student Back-up in the Common Areas in School : The Significance of the Borderlands. . [More information]
Frelin, A. & Grannäs, J. (2013). Direct and Indirect Educational Relationships : the Varying Significance of Content in School Relationships. . [More information]
Fransson, G. & Frelin, A. (2013). Highly Committed Teachers: What Makes Them Tick? : A Study of Sustained Commitment from a Longitudinal Perspective. . [More information]
Fransson, G. & Frelin, A. (2013). Professional (Non-)Commitment? : Dilemmas in Teachers’ Task Perception in Relation to Documentation. . [More information]
Frelin, A. & Grannäs, J. (2013). Results and accountability : Marginalization of the educational interpersonal space. . [More information]
Grannäs, J. & Frelin, A. (2013). Spaces of Surveillance. . [More information]
Edling, S. & Frelin, A. (2013). Student teachers need more than evidence : Arguments for the place of theory in the Teacher Education curriculum. . [More information]
Frelin, A. (2013). Teacher Educators’ Teaching of Professional Judgment – Grounds for Discussion. . [More information]
Frelin, A., Mbugua, T. & Rice, J. (2012). Awareness, Appreciation and Attitude change : Teaching Global Citizenship and Intercultural Competence. . [More information]
Frelin, A. (2012). (De-)Professionalized? : Complexities of the Teaching Profession in Times of Globalized Educational Reform. . [More information]
Frelin, A., Nordänger, U., Lindqvist, P. & Fransson, G. (2012). Lessons learned – changing times : 87 former teacher graduates on their careers during 15 years. . [More information]
Frelin, A. & Grannäs, J. (2012). Navigating Middle Ground : A Spatial Perspective on the Borderlands of Teacher-Student Relationships in Secondary School. . [More information]
Frelin, A. (2012). Teachers’ situated professional judgment in an age of standards and measurement. . [More information]
Fransson, G. & Frelin, A. (2012). “You’re never finished” : Teachers on commitment, professional struggle and positioning during 15 years of change. . [More information]
Frelin, A. & Edling, S. (2011). Do I make your life better? : Exploring Different Forms of Teachers’ Moral Responsibility. . [More information]
Frelin, A. & Edling, S. (2011). Do I make your life better? : Exploring implications for the scope of teacher responsibility. . [More information]
Edling, S., Frelin, A. & Hjälmeskog, K. (2011). Grappling with gender : Studying gender as educational content in teacher education. . [More information]
Frelin, A. & Grannäs, J. (2011). Questioning the modern conception of time : The politics of complexity reduction in education. . [More information]
Frelin, A. (2011). Reclaiming teachers' professional judgment in an age of accountability. . [More information]
Frelin, A. (2010). Classroom Management in the Corridor? : Teacher-Student Negotiations of Educational Authority Relationships Outside of the Classroom Setting. . [More information]
Frelin, A. (2010). Classroom Relationship Management : “Maria’s MENSA-club” – Counteracting Oppressive Student Relationships Through Innovative Means. . [More information]
Frelin, A. (2010). Classroom Relationship Management : Teacher-Student Negotiations of Educational Authority Relationships Outside of the Classroom Setting. . [More information]
Frelin, A. (2010). Den relationella dimensionen av lärares arbete och professionalitet : i spänningsfältet mellan villkor och övertygelse. . [More information]
Frelin, A. (2010). Practical arguments – a way of studying teachers’ practice in relation to content. . [More information]
Grannäs, J. & Frelin, A. (2010). Present vs Absent Presence : Visualizing Uncounted Occurrences In Education. The Nordic Educational Research Association (NERA). [More information]
Grannäs, J. & Frelin, A. (2009). Visualizing the Neglected In-between Spaces of Teacher-Student Negotiation and Their Significance for Education. . [More information]
Grannäs, J. & Frelin, A. (2008). Possibilities for a Negotiated Curriculum Space?. Nordic Educational Research Association. External link [More information]
Frelin, A. (2007). Giving voice to silenced professional concern in teaching. Past, Present, Future : From Women's Studies to Post-Gender Research. External link [More information]
Frelin, A. (2007). Relational concern and teacher intentions : An empirical example. . [More information]
Frelin, A. (2006). Conscious and Unconscious Forces in Democratic Relationships : Implications for the Range of Teacher Responsibility. . [More information]
Frelin, A. (2006). Professionality in a wide sense : In search of concepts open to complexity and ambiguity in teaching. . [More information]

Reports

Frelin, A. & Grannäs, J. (2022). Nya Lärmiljöer : Från vision till pedagogik i två innovativa skolor. Stockholm: (Sveriges Kommuner och Regioner) External link [More information]
Frelin, A., Grannäs, J., Sundholm, M. & Van de Meulebrouck, T. (2022). Pedagogisk utvärdering av skolmiljöer : Gåturer i fyra skolbyggnader i Stockholms stad. Gävle: Gävle University Press. 117 p. (FOU-rapport 57) External link [More information]
Grannäs, J. & Frelin, A. (2021). Pilotstudie Södra Hemlingby : Multifunktionshus – samlokalisering av förskola, grundskola och vård- och omsorgsboende. (Rapport från forskningsprogrammet Morgondagens lärmiljöer) External link [More information]
de Laval, S., Frelin, A. & Grannäs, J. (2019). Ifous fokuserar: Skolmiljöer - Utvärdering och erfarenhetsåterföring i fysisk skolmiljö. Stockholm: 67 p. (Ifous rapportserie 2019:2) External link [More information]
Fransson, G., Frelin, A. & Grannäs, J. (2017). Rektorer och lämplighetsprövningen av nyutbildade lärare : En rapport från forskningsprojektet Rektors arbete och lämplighetsprövning av nya lärare: En studie av rektorers förändrade arbetsvillkor efter införandet av lärarlegitimation. Gävle: Gävle University Press. 56 p. (FOU-rapport 45) External link [More information]
Published by: Camilla Haglund Page responsible: Camilla Niss Updated: 2020-03-12
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