Forskarpresentation
Anneli Frelin
Professor i didaktik
Vetenskaplig ledare strategiskt forskningsområde Innovativt lärande
Biträdande vetenskaplig ledare forskningsprogram Morgondagens lärmiljöer
Forskningsämne: Didaktik
Forskningsområde: Utbildningsvetenskap
E-post: anneli.frelin@hig.se
Telefon: 072-011 74 94
Strategiskt forskningsområde Innovativt lärande - läs mer om Innovativt lärande.
Forskningsprogram Morgondagens lärmiljöer (MLM) - läs mer om Morgondagens lärmiljöer.
Forskargrupp Research on Learning Environments (ROLE) - läs mer om forskargruppen ROLE.
AKTUELL FORSKNING
- Framgångsfaktorer för funktionella förskolelokaler Finansiär: Kommunernas FoU-fond
- En testbädd för utvärdering av LED-belysning i lärmiljö bortom eftermontering Finansiär: Energimyndigheten
- Forskningsstudie om lärmiljöer Finansiär: Kommunernas FoU-fond
- CoReD - Collaborative Redesign with Schools Finansiär: ERASMUS+
LÄS MER OM
Vetenskapliga artiklar, refereegranskade
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
[Mer information]
Frelin, A. & Grannäs, J. (2021). Designing and building robust innovative learning environments. Buildings, 11 (8). 10.3390/buildings11080345
[Mer 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
[Mer information]
Frelin, A. (2020). Utbildningens mellanrum. Utbildning och Demokrati, 29 (2), 63-80.
Länk
[Mer 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
[Mer 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
[Mer 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
[Mer 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
[Mer 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
[Mer information]
Frelin, A. & Grannäs, J. (2017). Skolans mellanrum : Ett relationellt och rumsligt perspektiv på utbildningsmiljöer. Pedagogisk forskning i Sverige, 22 (3-4), 198-214.
[Mer 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
[Mer 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
[Mer 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
[Mer 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
[Mer 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
[Mer 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
[Mer 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
[Mer 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
[Mer information]
Frelin, A. (2013). Att hantera läraryrkets komplexitet(er) – en grund för professionalitet?. Utbildning och Demokrati, 22 (1), 7-27.
[Mer 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
[Mer 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
[Mer 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
[Mer information]
Vetenskapliga artiklar, ej refereegranskade
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
[Mer information]
Frelin, A., Gershon, W. & Grannäs, J. (2014). Marknadsstyrning skapar oönskade elever. Pedagogiska Magasinet, 2.
[Mer information]
Edling, S. & Frelin, A. (2012). Var går gränsen för lärares ansvar?. Pedagogiska Magasinet (4).
[Mer information]
Frelin, A. (2011). Auktoritet är inte att peka med hela handen. Pedagogiska Magasinet (1), 16-20.
[Mer information]
Övriga artiklar (populärvetenskap, debatt etc.)
Frelin, A. & Grannäs, J. (2014). Trygga möten i skolans mellanrum. Elevhälsa (3).
[Mer information]