Research presentation
Anneli Frelin
PhD Professor in Curriculum Studies
Research director, Strategic research area Innovative learning
Research subject: Curriculum studies
Research domain: Educational Science
Email: anneli.frelin@hig.se
Telephone: +46 26 64 81 43
Mobile: +46 72 111 74 94
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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Conference papers
Frelin, A., Grannäs, J., Sundholm, M. & van de Meulebrouck, T. (2023). Evaluation of a School Building Program using Pedagogical Walk-throughs. .
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Frelin, A., Grannäs, J. & Mörck Riekki, W. (2023). Innovative learning environments as a place for examination of the concept of team teaching. .
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Frelin, A. & Grannäs, J. (2021). Secondary School Teachers' Perceptions of Affordances in a Planned Multizone Flexible Learning Environment. .
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Grannäs, J. & Frelin, A. (2020). Secondary School Teachers’ Virtual 3D Pre-occupancy Evaluation of a Flexible Learning Environment. .
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Frelin, A. (2019). Comparisons Across Borders : The Professional Territories of Teachers and Social Pedagogues. .
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Grannäs, J. & Frelin, A. (2019). Digital surveillance of students in educational spaces. .
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Frelin, A. & Grannäs, J. (2019). Policy enactment in an era of transition from compensation to competition. .
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Frelin, A., de Laval, S. & Grannäs, J. (2019). Practice oriented multidisciplinary post occupancy evaluation as a tool for planning and remodeling of school facilities. .
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Frelin, A. & Grannäs, J. (2019). Teachers’ pedagogical conceptions of a planned activity based learning environment. .
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Frelin, A. & Grannäs, J. (2018). Changing school environments through the eyes of the students. AERA abstract repository.
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Frelin, A. & Quiles-Fernández, E. (2018). Professional border territories : A cross-country understanding of social educators and pedagogues in the school landscape. .
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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-.
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Frelin, A. & Grannäs, J. (2017). Changing school environments through the eyes of the students. .
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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. .
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Frelin, A. & Grannäs, J. (2017). Exploring the Support Function ”School Host” as Equalizer of Educational Opportunity in the School Environment. .
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Frelin, A. & Grannäs, J. (2017). Professional territories in open learning environments : – examining collaborations between teachers and social pedagogues. .
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Grannäs, J. & Frelin, A. (2017). Task Perception Taking Place : Comparing Student Welfare Officers in Differing School Environments using Spatial Perspectives. .
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Frelin, A. & Grannäs, J. (2017). The role of dataveillance software in school leaders’ surveillance of teachers. .
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Frelin, A. & Grannäs, J. (2016). Compensatory conditions in the corridor : comparing staff work in (secondary) schools designed in two different time periods. .
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Rytivaara, A. & Frelin, A. (2016). Finding the reward in the challenge : Teachers' stories of balancing difficult relationships with students. .
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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.
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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. .
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Frelin, A. & Grannäs, J. (2016). Relationell pedagogik i korridoren? : ett rumsligt och relationellt perspektiv på skolans relationsarbete. .
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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.
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Frelin, A. (2015). Before learning : exploring the foundation of an educational relationship. .
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Frelin, A. (2015). Challenging classroom situations : How teachers sustain their commitment to students against the odds. EARLI 2015 : Book of Abstracts.
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Grannäs, J. & Frelin, A. (2015). Education Support Professionals and the atomistic logics of school governance. .
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Frelin, A. & Grannäs, J. (2015). Highlighting indirect functions : implications of using an ecological understanding for exploring safe educational environments. Abstract book. P. 10-10.
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Frelin, A. & Rytivaara, A. (2015). Learning from challenges : teachers’ stories of turnaround in relationships with students. .
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Edling, S. & Frelin, A. (2015). Promoting social justice in Swedish Teacher Education. .
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Fransson, G., Frelin, A. & Grannäs, J. (2015). Resources and Support for Principals’ Assessment of Newly Qualified Teachers During a Teacher Registration Reform. . P. 1076-.
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Edling, S. & Frelin, A. (2015). Teacher Professionality and Sensing : Engaging in Dialogue About Professionality and Ethics Without a Foundation. .
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Frelin, A. & Grannäs, J. (2015). Using a Spatial Perspective to Explore the Creation of Safe School Environments. .
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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.
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Frelin, A. (2014). Exploring challenging teacher-student relationships in teachers’ lives and how these may elicit commitment. AARE Conference Proceedings 2014.
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Frelin, A. (2014). Fostering democratic relations : Comparing teacher practices from preschool to high school. .
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Grannäs, J. & Frelin, A. (2014). In the face of Neo-Liberalism : Public educators and resources for defending a democratic discourse. .
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Edling, S. & Frelin, A. (2014). Moral education and the desire to counteract violence : A theoretical discussion about moral reasoning and teacher professionality. .
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Frelin, A. & Fransson, G. (2014). Teacher-student relationships matter : relational dimensions of teacher commitment to students. Teachers matter - but how?.
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Grannäs, J. & Frelin, A. (2014). Using a spatial perspective for analyzing teachers’ task perception in the educational environment. .
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Grannäs, J. & Frelin, A. (2013). Concerns and Student Back-up in the Common Areas in School : The Significance of the Borderlands. .
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Frelin, A. & Grannäs, J. (2013). Direct and Indirect Educational Relationships : the Varying Significance of Content in School Relationships. .
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Fransson, G. & Frelin, A. (2013). Highly Committed Teachers: What Makes Them Tick? : A Study of Sustained Commitment from a Longitudinal Perspective. .
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Fransson, G. & Frelin, A. (2013). Professional (Non-)Commitment? : Dilemmas in Teachers’ Task Perception in Relation to Documentation. .
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Frelin, A. & Grannäs, J. (2013). Results and accountability : Marginalization of the educational interpersonal space. .
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Grannäs, J. & Frelin, A. (2013). Spaces of Surveillance. .
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Edling, S. & Frelin, A. (2013). Student teachers need more than evidence : Arguments for the place of theory in the Teacher Education curriculum. .
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Frelin, A. (2013). Teacher Educators’ Teaching of Professional Judgment – Grounds for Discussion. .
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Frelin, A., Mbugua, T. & Rice, J. (2012). Awareness, Appreciation and Attitude change : Teaching Global Citizenship and Intercultural Competence. .
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Frelin, A. (2012). (De-)Professionalized? : Complexities of the Teaching Profession in Times of Globalized Educational Reform. .
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Frelin, A., Nordänger, U., Lindqvist, P. & Fransson, G. (2012). Lessons learned – changing times : 87 former teacher graduates on their careers during 15 years. .
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Frelin, A. & Grannäs, J. (2012). Navigating Middle Ground : A Spatial Perspective on the Borderlands of Teacher-Student Relationships in Secondary School. .
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Frelin, A. (2012). Teachers’ situated professional judgment in an age of standards and measurement. .
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Fransson, G. & Frelin, A. (2012). “You’re never finished” : Teachers on commitment, professional struggle and positioning during 15 years of change. .
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Frelin, A. & Edling, S. (2011). Do I make your life better? : Exploring Different Forms of Teachers’ Moral Responsibility. .
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Frelin, A. & Edling, S. (2011). Do I make your life better? : Exploring implications for the scope of teacher responsibility. .
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Edling, S., Frelin, A. & Hjälmeskog, K. (2011). Grappling with gender : Studying gender as educational content in teacher education. .
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Frelin, A. & Grannäs, J. (2011). Questioning the modern conception of time : The politics of complexity reduction in education. .
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Frelin, A. (2011). Reclaiming teachers' professional judgment in an age of accountability. .
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Frelin, A. (2010). Classroom Management in the Corridor? : Teacher-Student Negotiations of Educational Authority Relationships Outside of the Classroom Setting. .
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Frelin, A. (2010). Classroom Relationship Management : “Maria’s MENSA-club” – Counteracting Oppressive Student Relationships Through Innovative Means. .
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Frelin, A. (2010). Classroom Relationship Management : Teacher-Student Negotiations of Educational Authority Relationships Outside of the Classroom Setting. .
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Frelin, A. (2010). Den relationella dimensionen av lärares arbete och professionalitet : i spänningsfältet mellan villkor och övertygelse. .
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Frelin, A. (2010). Practical arguments – a way of studying teachers’ practice in relation to content. .
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Grannäs, J. & Frelin, A. (2010). Present vs Absent Presence : Visualizing Uncounted Occurrences In Education. The Nordic Educational Research Association (NERA).
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Grannäs, J. & Frelin, A. (2009). Visualizing the Neglected In-between Spaces of Teacher-Student Negotiation and Their Significance for Education. .
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Grannäs, J. & Frelin, A. (2008). Possibilities for a Negotiated Curriculum Space?. Nordic Educational Research Association.
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Frelin, A. (2007). Giving voice to silenced professional concern in teaching. Past, Present, Future : From Women's Studies to Post-Gender Research.
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Frelin, A. (2007). Relational concern and teacher intentions : An empirical example. .
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Frelin, A. (2006). Conscious and Unconscious Forces in Democratic Relationships : Implications for the Range of Teacher Responsibility. .
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Frelin, A. (2006). Professionality in a wide sense : In search of concepts open to complexity and ambiguity in teaching. .
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