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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  

READ MORE ABOUT


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]
Published by: Camilla Haglund Page responsible: Annika Elm Updated: 2020-03-12
Högskolan i Gävle
www.hig.se
Box 801 76 GÄVLE
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