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
Konferensbidrag
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. S. 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. S. 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. S. 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. . S. 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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