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Grannäs, Jan
Publications (10 of 70) Show all publications
Grannäs, J. & Frelin, A. (2020). Safe and unsafe school environments through the eyes of the students. In: Anna Kristín Sigurðardóttir, Gonçalo Canto Moniz, Pamela Woolner, Ulrike Stadler-Altmann (Ed.), Understanding European School Buildings: Policies, People and Practices. Bad Heilbrunn: Verlag Julius Klinkhardt
Open this publication in new window or tab >>Safe and unsafe school environments through the eyes of the students
2020 (English)In: Understanding European School Buildings: Policies, People and Practices / [ed] Anna Kristín Sigurðardóttir, Gonçalo Canto Moniz, Pamela Woolner, Ulrike Stadler-Altmann, Bad Heilbrunn: Verlag Julius Klinkhardt, 2020Chapter in book (Refereed)
Place, publisher, year, edition, pages
Bad Heilbrunn: Verlag Julius Klinkhardt, 2020
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29148 (URN)
Note

In submission

Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-02-13Bibliographically approved
Grannäs, J. & Frelin, A. (2020). Secondary School Teachers’ Virtual 3D Pre-occupancy Evaluation of a Flexible Learning Environment. In: : . Paper presented at AERA Annual Meeting, 17-21 April 2020, San Francisco, USA.
Open this publication in new window or tab >>Secondary School Teachers’ Virtual 3D Pre-occupancy Evaluation of a Flexible Learning Environment
2020 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30991 (URN)
Conference
AERA Annual Meeting, 17-21 April 2020, San Francisco, USA
Funder
Vinnova
Note

Accepted for presentation

Available from: 2019-11-18 Created: 2019-11-18 Last updated: 2019-11-19Bibliographically approved
Frelin, A. & Grannäs, J. (2019). Konflikthantering i skolan: Ett ekologiskt perspektiv (1ed.). In: Pihlgren, Ann S. (Ed.), Skolans konflikter: Vad varje lärare bör veta (pp. 75-92). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Konflikthantering i skolan: Ett ekologiskt perspektiv
2019 (Swedish)In: Skolans konflikter: Vad varje lärare bör veta / [ed] Pihlgren, Ann S., Lund: Studentlitteratur AB, 2019, 1, p. 75-92Chapter in book (Refereed)
Abstract [sv]

En konfliktfri skola är ingen bra skola. Samhället är inte konfliktfritt, och eftersom skolan ska förbereda elever för samhället har den ett viktigt uppdrag att rusta elever att hantera konflikter på ett konstruktivt och fredligt sätt. Däremot är inte alla konflikter positiva för eleverna och för utbildningsmiljön. Det här kapitlet tar utgångspunkten i skolor som ekologiska system för att arbeta med konflikter i skolan på ett sätt som bidrar till utbildningens syften.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1
Keywords
konflikter, rum, relationer
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29147 (URN)
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-08-09Bibliographically approved
Frelin, A. & Grannäs, J. (2019). Policy enactment in an era of transition from compensation to competition. In: rg, Ger: . Paper presented at ECER 2019: Education in an Era of Risk – the Role of Educational Research for the Future, Hamburg, Germany, 2-6 September.
Open this publication in new window or tab >>Policy enactment in an era of transition from compensation to competition
2019 (English)In: rg, Ger, 2019Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30989 (URN)
Conference
ECER 2019: Education in an Era of Risk – the Role of Educational Research for the Future, Hamburg, Germany, 2-6 September
Available from: 2019-11-18 Created: 2019-11-18 Last updated: 2019-11-19Bibliographically approved
Frelin, A., de Laval, S. & Grannäs, J. (2019). Practice oriented multidisciplinary post occupancy evaluation as a tool for planning and remodeling of school facilities. In: : . Paper presented at ISEP 2019. International Society for Educational Planning conference, Lisbon, Portugal, 15-18 October.
Open this publication in new window or tab >>Practice oriented multidisciplinary post occupancy evaluation as a tool for planning and remodeling of school facilities
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30990 (URN)
Conference
ISEP 2019. International Society for Educational Planning conference, Lisbon, Portugal, 15-18 October
Available from: 2019-11-18 Created: 2019-11-18 Last updated: 2019-11-19Bibliographically approved
Grannäs, J. & Stavem, S. (2019). Rebuilding the teaching and learning environment in an open-plan school building. In: : . Paper presented at The Nordic Educational Research Association (NERA) annual meeting, March 6-8, 2019, Uppsala, Sweden.
Open this publication in new window or tab >>Rebuilding the teaching and learning environment in an open-plan school building
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Norway, as elsewhere in the Nordic countries, a number of open-plan schools were built in the 1960-70s. The arguments that were put forward for building open-plan schools were to improve teaching flexibility, organize different sizes of groups and to allow teachers to team-teach. Research studies have shown that when working in open-plan school buildings, teachers perceive that the functionality of the school building does not align with their views about good teaching, and that this has resulted in the majority of such schools being rebuilt to more traditional classrooms in the 1980s. 

The aim of this paper is to describe the processes of transition – from design to practice – when a new school starts and in the first eight years of its operation. The school in question was initially designed as an open-plan school building that opened in 2010. The study focuses on how the school leadership and teachers appropriate the educational spaces in an open-plan school that after the first year underwent continuous rebuilding in order to create functional teaching spaces related to the school’s leadership and the teachers' pedagogical views.

The theoretical framework used in this paper draws on post occupancy evaluation (POE) (Imms, W. Cleveland, B. Fisher, 2016)and educational theory. The educational theory focuses on how teachers appropriate the educational spaces, how meaning is created in relation to the perceived educational mission and how actions to create functionality in their teaching are expressed (Frelin & Grannäs, 2014; Kress & Selander, 2012; Stables, 2015).

Methodological design:The data in this study is collected in a Norwegian upper secondary school. Data is based on multiple sources, and particularly  on walk-through evaluations with the school’s leadership and teachers, and is supplemented by subsequent interviews (de Laval, 2014)with the same individuals. The selected teachers represent different study programmes and subjects. 

The preliminary results show differences in how teachers perceive the learning environment depending on the subjects they teach and the extent of project-based teaching.

National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29150 (URN)
Conference
The Nordic Educational Research Association (NERA) annual meeting, March 6-8, 2019, Uppsala, Sweden
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-02-13Bibliographically approved
Grannäs, J. & Kelchtermans, G. (2019). Teachers interpretive negotiations and learning environmental competence. In: : . Paper presented at The American Educational Research Association (AERA) annual meeting, April 5-9, 2019, Toronto, Canada.
Open this publication in new window or tab >>Teachers interpretive negotiations and learning environmental competence
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Several studies point to teachers’ lack of environmental competence in achieving an optimal use of the physical space. Other studies point to a gap in the research literature about teacher agency, the school culture and the school’s learning environment. To address these challenges, the OECD has published reports on 21st century learning environments that present and analyse the best present learning environments. This paper offers a theoretical framework that both problematizes and nuances the notion of teachers’ lack of competence in learning environments. In this paper we suggest that combining spatial theory, sense-making theory and a micropolitical perspective provides a useful theoretical framework that enables a more nuanced understanding of teachers’ agency in redesigned learning environments. 

National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29412 (URN)
Conference
The American Educational Research Association (AERA) annual meeting, April 5-9, 2019, Toronto, Canada
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-08-09Bibliographically approved
Frelin, A. & Grannäs, J. (2019). Teachers’ pedagogical conceptions of a planned activity based learning environment. In: : . Paper presented at NERA 2019, 6-8 March 2019, Uppsala, Sweden.
Open this publication in new window or tab >>Teachers’ pedagogical conceptions of a planned activity based learning environment
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-29369 (URN)
Conference
NERA 2019, 6-8 March 2019, Uppsala, Sweden
Funder
VINNOVA, 2017-02146
Available from: 2019-03-10 Created: 2019-03-10 Last updated: 2019-03-11Bibliographically approved
Frelin, A. & Grannäs, J. (2018). Changing school environments through the eyes of the students. In: AERA abstract repository: . Paper presented at AERA Annual Meeting 2018, 13-17 April 2018, New York, NY, USA.
Open this publication in new window or tab >>Changing school environments through the eyes of the students
2018 (English)In: AERA abstract repository, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

1. Purpose This paper draws on socio-material and spatial theories to open up new possibilities for understanding how school practices are in play: the interior of the school buildings, the outside playground and different artefacts being part of the school environment. More specifically, we have used a spatial perspective for analyzing students’ photo stories describing spaces that supports and impede their learning as well as safe and unsafe spaces in a newly opened school.

2. Theoretical framework In discussions about educational practices, cognitive, social and cultural concepts tend to dominate. These concepts are often based on notions about humans using various kinds of tools and that social interaction is played out in a context. Notions like this can easily obscure the significance of material objects (Fenwick, Edwards, & Sawchuk, 2011). A sociomaterial perspective entails viewing interactions in school as more than social processes, but materializing processes in and with material objects. This involves envisioning, enacting and experiencing education in relation to its material, social and discursive aspects (Mulcahy, Cleveland, & Aberton, 2015). Stables (2015) argues that there is a need to regard the school environment as “part of the life story of its users”. School environments are appropriated by their users who respond to their environment in different ways.

3. Methods The case school, Maple Grove, is a newly opened secondary school. The fieldwork was conducted over the course of one school year (Yin, 2009). The main data used in this paper consists of students’ photo stories. According to Banks (2007), visual research methods are appropriate for the study of youth and their contexts.

4. Data sources Digital stories (using the software Sway) was collected by means of classroom assignments. Combinations of images (photographs, screenshots etc.) and texts supported the socio-material analysis.

5. Results Preliminary results show variations in both the areas that students view as safe and unsafe, and the reasons for their choice of area. This means that one area may be depicted as safe by one student, but unsafe by another. They also pointed to various social and physical features that affected their learning environment. Students also point out vital places in school buildings that neither architects nor school staff could foresee in the original design.

6. Conclusion A conclusion that can be drawn is that the school administration and staff need to be sensitive to the views of the students in the transition from design to dynamic practice.

National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-26990 (URN)
Conference
AERA Annual Meeting 2018, 13-17 April 2018, New York, NY, USA
Available from: 2018-06-13 Created: 2018-06-13 Last updated: 2019-01-31Bibliographically approved
Frelin, A. & Grannäs, J. (2017). Changing school environments through the eyes of the students. In: : . Paper presented at NERA 2017, The 45th Congress of the Nordic Educational Research Association (NERA) 'Learning and education – material conditions and consequences', 23-25 March 2017, Copenhagen, Denmark.
Open this publication in new window or tab >>Changing school environments through the eyes of the students
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper draws on socio-material and spatial theories to open up new possibilities for understanding how school practices are in play: the interior of the school buildings, the outside playground and different artefacts being part of the school environment. The purpose of this case study is to enhance our understanding of different students’ views of their educational environment, inside and outside of the classroom. The focus lies on their experiences of safe and unsafe places, along with spaces that supports and impede their learning. More specifically, we have used a spatial perspective for analyzing students’ photo stories in a newly opened school.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-23855 (URN)
Conference
NERA 2017, The 45th Congress of the Nordic Educational Research Association (NERA) 'Learning and education – material conditions and consequences', 23-25 March 2017, Copenhagen, Denmark
Projects
Hur byggs en hållbar utbildningsmiljö upp?
Note

Contribution to the symposium Changing Design of School Environment is Changing Education - Changing processes through the eyes of the stakeholders Part 2

Available from: 2017-04-06 Created: 2017-04-06 Last updated: 2019-01-31Bibliographically approved
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