Konferensbidrag

Frelin, A. & Grannäs, J. (2018). Changing school environments through the eyes of the students. AERA abstract repository. [Mer information]
Frelin, A. & Quiles-Fernández, E. (2018). Professional border territories : A cross-country understanding of social educators and pedagogues in the school landscape. . [Mer 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. S. 424-. [Mer information]
Frelin, A. & Grannäs, J. (2017). Changing school environments through the eyes of the students. . [Mer 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. . [Mer information]
Frelin, A. & Grannäs, J. (2017). Exploring the Support Function ”School Host” as Equalizer of Educational Opportunity in the School Environment. . [Mer information]
Frelin, A. & Grannäs, J. (2017). Professional territories in open learning environments : – examining collaborations between teachers and social pedagogues. . [Mer information]
Grannäs, J. & Frelin, A. (2017). Task Perception Taking Place : Comparing Student Welfare Officers in Differing School Environments using Spatial Perspectives. . [Mer information]
Frelin, A. & Grannäs, J. (2017). The role of dataveillance software in school leaders’ surveillance of teachers. . [Mer information]
Frelin, A. & Grannäs, J. (2016). Compensatory conditions in the corridor : comparing staff work in (secondary) schools designed in two different time periods. . [Mer information]
Rytivaara, A. & Frelin, A. (2016). Finding the reward in the challenge : Teachers' stories of balancing difficult relationships with students. . Länk [Mer 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. [Mer 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. . Länk [Mer information]
Frelin, A. & Grannäs, J. (2016). Relationell pedagogik i korridoren? : ett rumsligt och relationellt perspektiv på skolans relationsarbete. . [Mer 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. S. 60-61. Länk [Mer information]
Frelin, A. (2015). Before learning : exploring the foundation of an educational relationship. . [Mer information]
Frelin, A. (2015). Challenging classroom situations : How teachers sustain their commitment to students against the odds. EARLI 2015 : Book of Abstracts. Länk [Mer information]
Grannäs, J. & Frelin, A. (2015). Education Support Professionals and the atomistic logics of school governance. . [Mer information]
Frelin, A. & Grannäs, J. (2015). Highlighting indirect functions : implications of using an ecological understanding for exploring safe educational environments. Abstract book. S. 10-10. Länk [Mer information]
Frelin, A. & Rytivaara, A. (2015). Learning from challenges : teachers’ stories of turnaround in relationships with students. . Länk [Mer information]
Edling, S. & Frelin, A. (2015). Promoting social justice in Swedish Teacher Education. . [Mer information]
Fransson, G., Frelin, A. & Grannäs, J. (2015). Resources and Support for Principals’ Assessment of Newly Qualified Teachers During a Teacher Registration Reform. . S. 1076-. [Mer information]
Edling, S. & Frelin, A. (2015). Teacher Professionality and Sensing : Engaging in Dialogue About Professionality and Ethics Without a Foundation. . [Mer information]
Frelin, A. & Grannäs, J. (2015). Using a Spatial Perspective to Explore the Creation of Safe School Environments. . [Mer 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. [Mer information]
Frelin, A. (2014). Exploring challenging teacher-student relationships in teachers’ lives and how these may elicit commitment. AARE Conference Proceedings 2014. Länk [Mer information]
Frelin, A. (2014). Fostering democratic relations : Comparing teacher practices from preschool to high school. . [Mer information]
Grannäs, J. & Frelin, A. (2014). In the face of Neo-Liberalism : Public educators and resources for defending a democratic discourse. . [Mer information]
Edling, S. & Frelin, A. (2014). Moral education and the desire to counteract violence : A theoretical discussion about moral reasoning and teacher professionality. . [Mer information]
Frelin, A. & Fransson, G. (2014). Teacher-student relationships matter : relational dimensions of teacher commitment to students. Teachers matter - but how?. [Mer information]
Grannäs, J. & Frelin, A. (2014). Using a spatial perspective for analyzing teachers’ task perception in the educational environment. . [Mer information]
Grannäs, J. & Frelin, A. (2013). Concerns and Student Back-up in the Common Areas in School : The Significance of the Borderlands. . [Mer information]
Frelin, A. & Grannäs, J. (2013). Direct and Indirect Educational Relationships : the Varying Significance of Content in School Relationships. . [Mer information]
Fransson, G. & Frelin, A. (2013). Highly Committed Teachers: What Makes Them Tick? : A Study of Sustained Commitment from a Longitudinal Perspective. . [Mer information]
Fransson, G. & Frelin, A. (2013). Professional (Non-)Commitment? : Dilemmas in Teachers’ Task Perception in Relation to Documentation. . [Mer information]
Frelin, A. & Grannäs, J. (2013). Results and accountability : Marginalization of the educational interpersonal space. . [Mer information]
Grannäs, J. & Frelin, A. (2013). Spaces of Surveillance. . [Mer information]
Edling, S. & Frelin, A. (2013). Student teachers need more than evidence : Arguments for the place of theory in the Teacher Education curriculum. . [Mer information]
Frelin, A. (2013). Teacher Educators’ Teaching of Professional Judgment – Grounds for Discussion. . [Mer information]
Frelin, A., Mbugua, T. & Rice, J. (2012). Awareness, Appreciation and Attitude change : Teaching Global Citizenship and Intercultural Competence. . [Mer information]
Frelin, A. (2012). (De-)Professionalized? : Complexities of the Teaching Profession in Times of Globalized Educational Reform. . [Mer information]
Frelin, A., Nordänger, U., Lindqvist, P. & Fransson, G. (2012). Lessons learned – changing times : 87 former teacher graduates on their careers during 15 years. . [Mer information]
Frelin, A. & Grannäs, J. (2012). Navigating Middle Ground : A Spatial Perspective on the Borderlands of Teacher-Student Relationships in Secondary School. . [Mer information]
Frelin, A. (2012). Teachers’ situated professional judgment in an age of standards and measurement. . [Mer information]
Fransson, G. & Frelin, A. (2012). “You’re never finished” : Teachers on commitment, professional struggle and positioning during 15 years of change. . [Mer information]
Frelin, A. & Edling, S. (2011). Do I make your life better? : Exploring Different Forms of Teachers’ Moral Responsibility. . [Mer information]
Frelin, A. & Edling, S. (2011). Do I make your life better? : Exploring implications for the scope of teacher responsibility. . [Mer information]
Edling, S., Frelin, A. & Hjälmeskog, K. (2011). Grappling with gender : Studying gender as educational content in teacher education. . [Mer information]
Frelin, A. & Grannäs, J. (2011). Questioning the modern conception of time : The politics of complexity reduction in education. . [Mer information]
Frelin, A. (2011). Reclaiming teachers' professional judgment in an age of accountability. . [Mer information]
Frelin, A. (2010). Classroom Management in the Corridor? : Teacher-Student Negotiations of Educational Authority Relationships Outside of the Classroom Setting. . [Mer information]
Frelin, A. (2010). Classroom Relationship Management : “Maria’s MENSA-club” – Counteracting Oppressive Student Relationships Through Innovative Means. . [Mer information]
Frelin, A. (2010). Classroom Relationship Management : Teacher-Student Negotiations of Educational Authority Relationships Outside of the Classroom Setting. . Länk [Mer information]
Frelin, A. (2010). Den relationella dimensionen av lärares arbete och professionalitet : i spänningsfältet mellan villkor och övertygelse. . [Mer information]
Frelin, A. (2010). Practical arguments – a way of studying teachers’ practice in relation to content. . [Mer information]
Grannäs, J. & Frelin, A. (2010). Present vs Absent Presence : Visualizing Uncounted Occurrences In Education. The Nordic Educational Research Association (NERA). [Mer information]
Grannäs, J. & Frelin, A. (2009). Visualizing the Neglected In-between Spaces of Teacher-Student Negotiation and Their Significance for Education. . [Mer information]
Grannäs, J. & Frelin, A. (2008). Possibilities for a Negotiated Curriculum Space?. Nordic Educational Research Association. Länk [Mer information]
Frelin, A. (2007). Giving voice to silenced professional concern in teaching. Past, Present, Future : From Women's Studies to Post-Gender Research. Länk [Mer information]
Frelin, A. (2007). Relational concern and teacher intentions : An empirical example. . [Mer information]
Frelin, A. (2006). Conscious and Unconscious Forces in Democratic Relationships : Implications for the Range of Teacher Responsibility. . [Mer information]
Frelin, A. (2006). Professionality in a wide sense : In search of concepts open to complexity and ambiguity in teaching. . [Mer information]
Publicerad av: Malin Hillman Sidansvarig: Svante Brunåker Sidan uppdaterades: 2016-10-21
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