Forskarpresentation
Jan Grannäs
Universitetslektor och docent
Forskningsämne: Didaktik
Forskningsområde: Utbildningsvetenskap
E-post: jan.grannas@hig.se
Telefon: 026-64 84 97
Mobil: 072-253 44 13
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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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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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Grannäs, J. & Stavem, S. (2019). Rebuilding the teaching and learning environment in an open-plan school building. .
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Grannäs, J. & Kelchtermans, G. (2019). Teachers interpretive negotiations and learning environmental competence. .
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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. & 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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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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Nyman, P., Grannäs, J. & Kurkiala, H. (2016). Youth and sustainable co-creative citizenship. .
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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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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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Frelin, A. & Grannäs, J. (2015). Using a Spatial Perspective to Explore the Creation of Safe School Environments. .
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Kurkiala, J., Kurkiala-Nyman, P., Grannäs, J., Söderberg, P. & Kyheröinen, J. (2015). Youth, Citizenship and Democracy : Findings from a youth survey in two Nordic regions. Differences, Inequalities and Sociological Imagination : ESA 12th Conference, Abstract Book: European Sociological Association (ESA). S. 1283-1284.
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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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Grannäs, J. & Frelin, A. (2014). In the face of Neo-Liberalism : Public educators and resources for defending a democratic discourse. .
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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., Nyman-Kurkiala, P. & Söderberg, P. (2014). Youth, Citizenship and Democracy : A comparative study on regional follow-up of national youth policy in Nordic countries. .
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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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Grannäs, J. (2013). On Political Judgment and Emotions in Citizenship Education. .
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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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Fransson, G. & Grannäs, J. (2012). Mentors and mentoring in a dilemmatic space : Analysis of changed preconditions for mentoring due to a Teacher Registration Reforms. . S. 4-17.
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Fransson, G. & Grannäs, J. (2012). Mentors, Mentoring and Dilemmatic Spaces: A contribution to theoretical renewal for understanding mentoring<em> </em>. .
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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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Fransson, G. & Grannäs, J. (2011). Dilemmatic Spaces in Teachers Work : Towards a Conceptual Framework for Dilemmas in Teachers Work. .
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Fransson, G. & Grannäs, J. (2011). New Regimes of Assessment, Grading and Accountability : Analysing Reform-based Dilemmas in Educational Settings. .
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Grannäs, J. (2011). Political Judgement in 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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Grannäs, J., Nordqvist, I. & Björklund, E. (2011). The ASSIST project : Structured in-service training for pre-school assistants and pre-school teachers. .
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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. (2009). Not yet a democratic citizen? : young people and the transition from becoming to being a democratic citizen. 11th CiCe Annual Conference: "Human Rights and Citizenship Education" : School of Teacher Education, Malmö University, Sweden, from the 21st to the 23rd of May 2009.
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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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Grannäs, J. (2007). What about developing the pupils' sense of solidarity? : Youths about the boundaries of solidarity within different teaching contexts.. .
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Grannäs, J. (2005). Democratic Education in Different Settings.. The 33rd NERA (Nordic Educational Research Association) Annual Conference : .
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