hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Studying relational spaces in secondary school: applying a spatial framework for the study of borderlands and relational work in school improvement processes
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. (STORIES)ORCID iD: 0000-0002-1871-4488
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. (STORIES)
2014 (English)In: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 17, no 2, p. 135-147Article in journal (Refereed) Published
Abstract [en]

This article introduces a theoretical framework for studying school improvement processes such as making school environments safer. Using concepts from spatial theory, in which distinctions between mental, social and physical space are applied, makes for a multidimensional analysis of processes of change. In a multi-level case study, these were combined with task perception analysis, where all categories of personnel and management in the school were studied. The results indicated the significance of borderlands in the school for helping students, of organizational transgressions aimed at “making things work” and of social spaces created in the borderlands that contributed to the necessary social glue in the school. This theoretical framework offers alternative and fruitful lenses which can enrich studies of school improvement processes. The use of multiple data sources allows for triangulation, which in turn improves the validity and reliability of the results.

Place, publisher, year, edition, pages
2014. Vol. 17, no 2, p. 135-147
Keywords [en]
borderlands in school, common areas in school, school improvement, secondary school, spatial theories
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-15118DOI: 10.1177/1365480214534540Scopus ID: 2-s2.0-84907227058OAI: oai:DiVA.org:hig-15118DiVA, id: diva2:645392
Projects
Att förebygga hot och våld i skolan genom hållbara relationer — en studie av lärares relationsarbete i skolans mellanrum
Funder
AFA Insurance, 110145Available from: 2013-09-04 Created: 2013-09-04 Last updated: 2018-03-13Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Frelin, AnneliGrannäs, Jan

Search in DiVA

By author/editor
Frelin, AnneliGrannäs, Jan
By organisation
Curriculum studies
In the same journal
Improving Schools
Didactics

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 648 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf