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  • 1.
    Almaz Eriksen, Elisabet
    et al.
    Oslo University College.
    Grannäs, Jan
    Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, Ämnesavdelningen för didaktik.
    Nordqvist, Ingrid
    Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, Ämnesavdelningen för didaktik.
    Björklund, Elisabeth
    Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, Ämnesavdelningen för didaktik.
    The ASSIST course plan2008Rapport (Övrigt vetenskapligt)
  • 2.
    Angelaki, S
    et al.
    Department of Architecture, KTH.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Besenecker, U
    Department of Architecture, KTH.
    Danielsson, C B
    Department of Architecture, KTH.
    Methods for inclusive design processes at the early stages of a research project in School Environments2024Ingår i: IOP Conference Series: Earth and Environmental Science, IOP Press , 2024, Vol. 1320, nr 1, artikel-id 012027Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper explores the use of participatory methods prior to designing interventions within a research project at a primary school in central Sweden. The approach presented in the paper is based on the principles of participatory design (PD), to enhance the use of these methods within the areas of educational research (ER), lighting, and architecture. This approach aims to include participants of educational spaces and incorporate their views prior to design interventions. Two workshops were designed to support teachers' participation through hands-on activities. Twenty-eight teachers participated in the workshops. Scale models corresponding to two of the school's classrooms were used to initiate discussions regarding the interconnection between spatial layouts, lighting, and learning activities. The workshops' data collection analysis assisted the research group in understanding the school's spatial and learning characteristics. The information gathered from the workshops provided additional knowledge and informed the research project in a way that allowed for further development and changes within the project related to the additional variables measured along with light. According to the analysis, there is a correlation between the activity and the desired layout of the space, while the type of equipment also varies according to the task. 

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  • 3.
    de Laval, Suzanne
    et al.
    Arkitekturanalys sthlm AB.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Ifous fokuserar: Skolmiljöer - Utvärdering och erfarenhetsåterföring i fysisk skolmiljö2019Rapport (Refereegranskat)
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  • 4.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Exploring a conceptual framework for research on Induction and Mentoring: Combining Policy enactment, task perception, and agency2014Ingår i: AERA conference, digital database, 2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper focuses on the research questions that are emerging from the current reforms with consequences for Induction and Mentoring in various countries. The implementation focus is on the interplay between the new triad formed as a consequence of a Teacher Registration Reform in Sweden: head teacher/mentor/mentee as situated in a larger context of policy development and development in/of practice. The objective of this paper is twofold; (a) to elaborate and discuss a conceptual framework based on an interplay between the theoretical contributions of policy enactment (Ball, Maguire & Braun, 2012), task perception (Kelchtermans, 2009) and agency (Priestley and Biesta); (b) to discuss its possibilities for research within the field of induction and mentoring, and (c) provide an example of how it could be implemented in a study on induction and mentoring.

  • 5.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Exploring a conceptual framework to understand how principals balance the partly contradictory tasks of evaluating and supporting newly qualified teachers2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    In many countries it is argued that the “quality of teachers” is the most important school-related factor in pupils’ learning (Hattie, 2009; 2012). Teacher quality has become a key argument for teachers’ professional development. When it comes to newly qualified teachers (NQTs), in many countries the call for “teacher quality” has either led to reforms that support NQTs or reforms requiring an evaluation of their competence. In some countries these approaches are combined, with induction systems and mentoring that support NQTs and an evaluation of their skills to ensure quality. However, some research suggests that if the same person performs both roles it is more difficult to create and maintain a relationship based on confidence, openness and mutual trust that promotes risk-free learning (Author 1, 201*, Jones 2009). In some countries or states mentors perform both these roles (cf. Yusko & Feiman Nemser, 2008), whereas in others these two roles are separated so that mentors support and principals evaluate.

    The latter kind of system was introduced in Sweden in 2011, with mentors supporting NQTs and principals performing the evaluation (Government Bill, 2010/11). However, previous research shows that when the Swedish principals performed the assessment they also supported the NQTs (Author 1, Author 2, Author 3, 201*) in that they partly applied an instructional leadership (cf. REF) and gave post-observation feedback. However, being both an evaluator and supervisor can be challenging. For instance, Hinchey (2010) claims that teachers only improve their practice in relatively non-threatening contexts and that the assessment may challenge this (cf. Author 1, 201*; Range, Young & Hvidstone, 2013).

    A review of the research literature reveals that there is an urgent need for theoretical development in order to understand how principals enact and balance their roles as evaluators of NQTs and pedagogical leaders. In responding to this call, the purpose of the paper is: (a) to elaborate and discuss a conceptual framework that captures how principals enact and balance their roles as evaluators and pedagogical leaders in the context of evaluating NQTs and (b) to exemplify how data can be related to the framework.

    Theoretical framework

    The emphasis on and combination of supportive and evaluative dimensions are contained in the framework of a four-way table that includes “formal and structured evaluation” vs. “informal evaluation” and  “strong instructional leadership” vs. “weak instructional leadership”.

    The evaluation dimension is defined as the extent to which evaluations are scheduled, planned, directed by guiding formulae, how the different issues of the national standards are focused, time spent on the evaluation, the structure and focus of the follow-up discussions etc.   

    The instructional dimension is defined as how and how much guidance is given and how the NQTs professional development are facilitated. Here the focus is on guidance and feedback that contribute to developing the instructional skills or pedagogical thinking of the NQT. Positive feedback relates to the content included in the table. Positive feedback in a general sense, without connection to instruction, thinking or a situation, is not included. For instance, positive feedback heard in the corridor, such as: ‘colleagues say you perform well’, is not included in this dimension. Guidance can be absent or present, more or less extensive, or constructive and detailed.

    Methods/methodology

    The framework is developed by reviewing the research literature in the areas of teacher induction (cf. (Hobson, Ashby, Malderez, & Tomlinson, 2009), evaluation of NQTs (cf. Yusko & Feiman Nemser, 2008) and principals’ instructional leadership (cf. Neumerski, 2013; LaPointe Terosky, 2016). Most of the literature relating to principals’ instructional leadership focuses on teachers in general and not specifically NQTs (cf. Tuytens & Devos, 2017), but is nevertheless valuable.

    Drawing on and combining supportive and evaluative dimensions result in a four-way table framework with the following axes:  “formal and structured evaluation” vs. “informal evaluation” and “strong instructional leadership” vs. “weak instructional leadership”.

    This framework is then used in explorative analyses of data from a longitudinal research project in which five principals conducting a formal evaluation of NQTs are followed in the year of the evaluation. These five principals are regarded as cases. The NQTs being evaluated teach Years 4-6.

    Each principal is interviewed at least twice during the year (in total between 73-158 minutes), which forms the main data for the analysis. The interviews and analysis explore principals’ self-reported information regarding their strategies to enact and balance their role as evaluators and the support they provide. Using the software NVivo, codes are created based on content analysis (Miles, Huberman & Saldaña, 2014).

    Self-reported data needs to be looked at critically (Podsakoff, MacKenzie, Lee, & Podsakoff, 2003). To validate this kind of data: (i) observations and recordings of post-observation conversations (tot. 72 minutes) are performed with two of the principals (A and C) and their NQTs, (ii) joint interviews are conducted with three principals (A, C and E) and their NQTs (in total 130 minutes) and (iii) observations of three of the principals’ observations (B, C, D) are carried out. A coherent design of these validating strategies is not possible due to ethical and practical reasons. Three of the NQTs did not feel comfortable with the participation of an external researcher during the observations and/or post-observation conversations. Some of the planned observations were cancelled due to illness, the unavailability of the informant or were performed ad hoc and informally and were not observed or recorded.

    Expected outcomes/results

    Positioning the principals in the framework of the four-way table with the axes “formal and structured evaluation” vs. “informal evaluation” and “strong instructional leadership” vs. “weak instructional leadership” enables their actions to be positioned differently. Four out of the five teachers are positioned more towards “strong instructional leadership” and “formal and structured evaluation”, albeit with different emphases on the two dimensions. The fifth principal (E) is positioned more towards “informal evaluation” and “weak instructional leadership”. This principal describes his/her leadership as ‘leadership on the run’.

    The overall conclusion is that the theoretical framework enables principals to be positioned according to how their evaluative and supportive roles vary. Also, the quality of the data, for instance with regard to quantity, focus on relevant issues and different kinds of data (e.g. self-reported narratives, narratives from other actors such as NQTs, and first-hand information from the researchers’ direct observations) gives a much more informed analysis of the positioning in the framework. However, in this small-scale study, the different kinds of data do not contradict each other, but strengthen the conclusions and the positioning.

    Thus, the framework facilitates an understanding of how principals facilitate NQTs professional development in a context in which evaluative and supportive dimensions are applied. The framework could also be used to analyse how mentors balance the supportive and evaluative dimensions.

    References

    Author 1 (201*). [details removed for peer review]. Article published in international peer-reviewed journal.

    Author 1, Author 2 & Author 3 (201*). [details removed for peer review]. Paper presented at an International Annual Conference.

    Government bill 2010/11:20 Legitimation för lärare och förskollärare [Registration for Teachers and Pre-School Teachers]. The Swedish Government.

     Hattie, J. 2009. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: New York: Routledge.

    Hattie, J. (2012). Visible learning for teachers: maximizing impact on learning. London: Routledge.

    Hinchey, P.H. (2010). Getting teacher assessment right: What policymakers can learn from research. Boulder, CO: National Education Policy Center.

    Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: what we know and what we don't. Teaching and Teacher Education, 25(1), 207-216.

    Jones, M. (2009). Supporting the supporters of novice teachers: An analysis of mentors’ needs from twelve European countries presented from an English perspective. Research in Comparative and International Education 4, no. 1: 4–21.

    LaPointe Terosky, A. (2016): Enacting instructional leadership: perspectives and actions of public K-12 principals, School Leadership & Management,

    Miles, M.B., Huberman, A.M. & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. (3. ed.) Los Angeles: Sage.

    Neumerski, C. M. (2013). Rethinking Instructional Leadership: A Review of What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go from Here? Educational Administration Quarterly 49 (2): 310–347.

    Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879–903. 

    Range, B. G., Young, S. & Hvidston, D. (2013) Teacher perceptions about observation conferences: what do teachers think about their formative supervision in one US school district?, School Leadership & Management, 33:1, 61-77.

    Tuytens, M. & Devos, G. (2017) The role of feedback from the school

    leader during teacher evaluation for teacher and school improvement, Teachers and Teaching, 23:1, 6-24,

    Yusko, B., & Feiman Nemser. S. (2008). Embracing contraries: Combining assistance and assessment in new teacher induction. Teacher College Record 110, no. 5: 923–53.

  • 6.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Rektorer och lämplighetsprövningen av nyutbildade lärare: En rapport från forskningsprojektet Rektors arbete och lämplighetsprövning av nya lärare: En studie av rektorers förändrade arbetsvillkor efter införandet av lärarlegitimation2017Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Den 2 mars 2011 beslutade riksdagen att införa en legitimation för lärare och förskollärare samt att nyexaminerade lärare och förskollärare skulle genomgå en introduktionsperiod. Under denna introduktionsperiod skulle de få stöd av en mentor samtidigt som rektor eller förskolechef skulle bedöma deras lämplighet för yrket.

    För rektorerna innebär lämplighetsprövningen av nyexaminerade lärare nya arbetsuppgifter och ett formaliserat uppdrag att bedöma lärares skicklighet. Detta i samband med att rektorers arbetssituation har befunnits vara intensiv med en uppsplittrad vardag där många snabba beslut måste tas väcker frågor kring hur arbetets förutsättningar påverkar lämplighetsprövningen, och hur lämplighetsprövningen påverkar arbetsförhållanden och yrkesroller.

    I juni månad 2014 inbjöds 646 rektorer att besvara en enkät rörande lämplighetsprövningen. 248 rektorer svarade vilket ger en svarsfrekvens på 39 % (n=248). 159 kvinnor (64 %) och 89 män (36 %) besvarade enkäten. Nästan 60 % av rektorerna hade varit rektor på sin nuvarande enhet i tre år eller mindre. 77 % av rektorerna var verksamma vid kommunala skolor medan 23 % var verksamma vid fristående skolor.

    Resultaten visar att rektorernas upplevelse av lämplighetsprövningen är att den i huvudsak, om än i varierade grad, upplevts meningsfull och att rektorerna känt sig tillfreds med de lämplighetsprövningar de genomfört. Det förekommer mer spriddaåsikter om i vilken mån lämplighetsprövningen varit väl investerad tid och kraft. Lämplighetsprövningen har konkurrerat med många andra arbetsuppgifter men det finns ändå en tendens att rektorerna som grupp anser att den investerade tiden och kraften varit värt utfallet.

    Det råder oenighet kring i vilken mån lämplighetsprövningen bidragit till mer positiva relationer mellan rektor och den nya läraren, men att det råder relativt stor enighet om att lämplighetsprövningen inte nämnvärt försämrat relationerna. En sammantagen tolkning av detta är att något mer positiva relationer med de nya lärarna etablerats och att båda parter lärt känna varandra såväl professionellt som privat. Endast 12 % av rektorerna anger att de har fått någon utbildning i att genomföra lämplighetsprövningen. Rektorerna har haft ett begränsat stöd av huvudman eller andra rektorer vilket skapat ett frirum att genomföra lämplighetsprövningen på sitt eget sätt. Samtalen med mentorn har varit viktiga för rektorns bedömning. Vidare framträder lärarkollegiets informella bedömning dels som en viktig komponent i rektors formella bedömning, dels som ett viktig komplement till i rektors formella bedömning. Av de 137 lämplighetsprövningar som genomförts rådde viss tveksamhet i 10 fall och i två fall uppgav rektorerna att det råddestor tveksamhet. Samtliga 137 lärare bedömdes dock efter introduktionsperiodens slutsom lämpliga.

    Rektorers tilltro till politiker har påverkats negativt av alla turer kring lärarlegitimationen och att lämplighetsprövningen slutligen avvecklades. 73 % av rektorerna anser att deras förtroende för politiker minskat, medan 6 % anser att förtroendet ökat.

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  • 7.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Frelin, Anneli
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Resources and Support for Principals’ Assessment of Newly Qualified Teachers During a Teacher Registration Reform2015Konferensbidrag (Refereegranskat)
    Abstract [sv]

    In July 2011 a teacher registration reform (TRR) and a probation year for newly qualified teachers (NQTs) came into effect in Sweden (Government Bill, 2010/11).

    It required newly qualified teachers and pre-school teachers to do a “probationary year” under the guidance of a mentor. Between July 1 2011 and July 1 2014 principals or pre-school managers were responsible for assessing whether the NQT were to be registered or not. The principals were expected to perform this assessment by following the national standards (competence profiles) developed by the Swedish National Agency for Education, the issuing authority. The purpose of this paper is to analyse and discuss (1) sources of support for assessment and (2) to what extent these supported the principals in the assessment of the NQTs. Data is drawn from a questionnaire answered by 248 principals, completed in 2014 within the research project “Head teachers working conditions and the evaluation of newly qualified teachers (the RAOL-project)”

    The TRR is another example of travelling policies in a globalized world, in this case with origin in Scotland and Canada. Some contextual policy learning adjustments (Lingard, 2010; Waldow, 2009) were made regarding the standards, but almost no adjustments regarding the structure and focus of the reform. As a consequence, parts of the reforms have been adjusted or withdrawn at several occasions. One major policy retreat was made in June 2013 when the Minister of Education, the Presidents of two teacher unions, representatives of The Swedish Association of Local Authorities and Regions and The Swedish Association of Independent Schools made a joint statement to withdraw the assessment of NQTs. Hence, the implementation of the Swedish TRR and the assessment of NQTs can be viewed as an example of policy borrowing and the challenges encountered when reforms are implemented prior to a completed policy learning processes. From July2014 the assessment ceased to be part of principals’ task.

    Thus, this paper offers unique data from a specific time period with particular tasks and working conditions for principals. Swedish research on how principals assess and evaluate teachers' skills is largely absent, but similar international research indicates the need to explore how such assessments are performed. For instance, Kimball & Milanowski (2009) found that head teachers vary their evaluations over time and in relation to subjective values, and that their evaluations seem to be based on intuition and instinct rather than carefully formulated and objective criteria.

    Recent studies show that the working conditions for principals are intense with fragmented working days during which many quick decisions have to be made (Day, 2000; Nihlfors & Johansson, 2013).  Research on school leaders' working conditions (e.g. Swedish Work Environment Authority, 2011; Ludvigsson, 2009; Schools Inspectorate, 2010) raise questions on how working conditions affect the assessment of NQTs, and how the assessment affects working conditions and the principal’s role and self-image (Federici, 2013). Principals operate in the intersection of different interests, expectations, tasks and roles (Nihlfors & Johansson, 2013; Törnsén & Ärlestig, 2014), which affect the psychosocial work environment. Interestingly, changes in the professional role were being handled differently by the principals depending on their career stage (The Swedish Research Council, 2011).

    Even though the main data reported here is Swedish, in times of policy travelling the results are of importance in a wider European perspective to help understand principals’ working condition and roles.

    Methods (max 400 ord)

    In June 2014, 644 principals were invited to answer a questionnaire and 249 responded, yielding a response rate of 38,5%. This may be considered relatively low, however, at this time it was generally known that the assessment would be phased out which probably reduced responsiveness. It should be noted that a similar questionnaire of principals conducted in December 2013 in another Swedish research project had a response rate of 31% (n = 106), wherein our response rate at a later stage can be considered relatively good.

    Three clusters of principals representing different municipals located in different regions in Sweden were invited, selected to ensure a diverse sample. The web questionnaire was sent to all primary, secondary and upper-secondary schools in three regions: a metropolitan area (1 municipality), major regional centre (8 municipalities) and rural locations (15 municipalities).

    The survey focused the following areas: school context, working conditions, assessment of the NQTs, support available for the principal, cooperation, the principals’ strategies in observation and assessment, issues regarding the reform and reform implementation. A typical type of response alternatives were 5-point likert scale. Some other appropriate scaling was also used as well as open questions.  

    The analysis of the quantitative data has been performed with the SPSS-software, in a first step through crosstab analysis. The questions analysed in this paper regard sources of support for assessment and principals’ use of these sources.

     

    Findings

    The analysis focused firstly on internal resources for assessment such as degrees from the national school leadership programme, experience of evaluating work performance from other professions etc.

    Secondly, outside support included interpersonal resources such as (a)school owner/administrative level, (b)fellow principals, (c)the NQTs appointed mentors, (d)teacher staff; and material resources such as (e)national/local competence profiles.

    The analysis of support indicated, for instance, that 69% of the principals reported low or no support from owner/administrative level in the assessment of the NQTs, that is, the management of the public or private school. 71% of the principals did not cooperate with other principals regarding the design of the assessment, while 7% say that they did, to a high or very high degree.

    A slightly higher proportion of support (10%) from fellow principals was reported regarding the actual assessment practice, a higher proportion of support (36%) from school staff and the highest (69%) from experienced mentors.

    12% of the principals report some form of training in assessment, which can be related to the fact that 40% of principals report that they, to a very high degree, report sufficient knowledge of conducting lesson observations, which is mandated in the assessment.

    No significant differences appear when data is related to principals’ gender or type of school (private or public). In sum, principals receive most support from their employees, which makes them which makes their assessment practice largely free from external control, for good or bad. The issue will be analyzed further.

    In terms of TRR, the centrally distributed competency profiles seem to be of relatively low use for assessment support in comparison to local collaboration with employees. This is an example of how policy becomes enacted rather than implemented, (cf. Ball et al, 2012) depending on principals’ local work conditions and organization.

    References (max 400 ord)

    Ball, S. J., Maguire, M., & Braun, A. (2012). How Schools Do Policy: Policy Enactments in Secondary Schools London & New York: Routledge.

    Day, C. (2000). Leading schools in times of change. Buckingham: Open Univ. Press.

    Federici, R. A. (2013). Principals’ self-efficacy: relations with job autonomy,

    job satisfaction, and contextual constraints. European Journal of Psychology of Education, 28:73–86

    Government bill 2010/11:20 Legitimation för lärare och förskollärare [Registration for Teachers and Pre-School Teachers]. The Swedish Government.

    Kimball, S.E. & Milanowski, A. (2009). Examining Teacher Evaluation Validity and Leadership Decision Making Within a Standards-Based Evaluation System. Educational Administration Quarterly. Vol. 45. No. 1. February 2009. 34–70.

    Lingard, B. (2010). Policy Borrowing, Policy Learning: Testing Times in Australian Schooling, Critical Studies in Education, 51(2), 129-147

    Nihlfors, E. & Johansson, O. (2013). Rektor - en stark länk i styrningen av skolan. [The Principal – a strong link in the Governance of School]. Stockholm: SNS förlag.

    Swedish School Inspectorate (2010). Rektors ledarskap. En granskning av hur rektorer leder skolans arbete mot ökad måluppfyllelse. [The Principals Leadership. Inspection of how priciplas leads the schools towards increased goal-fullfilment]. Skolinspektionen: Stockholm.

    SOU. 2008. Legitimation och skärpta behörighetsregler [Swedish Government Official

    Report 2008:52. Registration and stricter qualifying rules]. Stockholm: Ministry of

    Education and Research.

    Swedish Work Environment Authority (2011). Rektorers arbetsmiljö. En tillsynsinsats genomförd av Arbetsmiljöverket (AV), distriktet i Göteborg under 2009 och 2010. [Principals working condition. An inspection by the Swedish Work Environment Authority, Gothenburg region 2009-2010] ISG 2011/100102. Göteborg: Arbetsmiljöverket.

    Swedish Research Council (2011). Rektor – En forskningsöversikt 2000-2010. [Principals – a Research overview 2000-2010]. Vetenskapsrådets rapportserie. 2011:4. Stockholm: Vetenskapsrådet.

    Törnsén, M. & Ärlestig, H. (red.) (2014). Ledarskap i centrum: om rektor och förskolechef. [Leadership in the center: about principals and pre-school managers]. Malmö: Gleerup.

    Waldow, F. (2009). Undeclared imports: silent borrowing in educational policy-making and research in Sweden, Comparative Education Vol. 45, No. 4, November 2009, 477–494.

  • 8.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Dilemmatic Spaces in Educational Contexts: Towards a conceptual framework for dilemmas in teachers work2013Ingår i: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 19, nr 1, s. 4-17Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, the concept of introducing and analytically using the concept of dilemmatic space in an educational context offers a potential to elucidate and deepen the understanding of the complexity of teachers’ everyday practise in work. Traditional ways of looking upon dilemmas is that they are related to specific situations where people react to conflicting values, obligations or commitments, ending up in situations where there often is no right way to act. However, the idea of a dilemmatic space, introduced by Honig (1996), offers a more complex understanding of dilemmas and their positioning and relations. Instead of being considered as specific events or situations, dilemmas are regarded as ever-present in peoples’ living space, as in a dilemmatic space. As seen as a relational category wherein one object is related to another(s), the spatial dimensions of dilemmatic space highlight the dynamics of dilemmas and dilemmatic spaces. These dynamics are important to recognize, for instance in relations to changeable boundaries of the space or issues dealt with that conjure up the dilemmas both on an individual and social level. These changing conditions of values, decision, responsibility and authority change the rules for relations, negotiations, and positioning, and thus the boundaries for the dilemmatic space and the dilemmas. In this article, the theoretical base for the idea of dilemmatic space is elaborated and connected to conditions for teachers’ work. Some conclusions are that new concepts force us to challenge pre-conceptions and involve us in new kinds of sense making processes. As such, the idea of dilemmatic space offers a broad theoretical framework to conceptualise dilemmas as well as the complexity of the educational contexts.

  • 9.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Dilemmatic Spaces in Teachers Work: Towards a Conceptual Framework for Dilemmas in Teachers Work2011Konferensbidrag (Refereegranskat)
  • 10.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Mentors and mentoring in a dilemmatic space: Analysis of changed preconditions for mentoring due to a Teacher Registration Reforms2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this conceptual article, we argue that there is a need for a more elaborated theoretical perspective when discussing dilemmas in teachers’ work. Thus, we introduce the conceptual frame of dilemmatic space in educational settings and argue that introducing and analytically using the conceptual frame in an educational context offers a potential to elucidate and deepen the understanding of the complexity of teachers’ everyday work practices. Traditional ways of looking at dilemmas infer that they are related to specific situations in which people react to conflicting values, obligations or commitments and where there is often no right way to act. However, the idea of a dilemmatic space offers a more complex understanding of dilemmas and their positioning and relations. Instead of being regarded as specific events or situations, dilemmas are considered as ever-present in people’s living space, as in a dilemmatic space. As space is seen as a relational category wherein one object is related to another or others, the spatial dimensions of dilemmatic space highlight the dynamics of dilemmas and dilemmatic spaces. These dynamics are important to recognise, for instance, in relation to the changeable boundaries of the space or issues that conjure up the dilemmas at an individual and social level. These changing conditions of values, decisions, responsibilities and authority change the rules for relations, negotiations and positioning, and thereby the boundaries of the dilemmatic space and the dilemmas themselves. In this article, the theoretical base for the idea of dilemmatic space is elaborated on and connected to conditions for teachers’ work. Some conclusions are that new concepts force us to challenge pre-conceptions and involve us in new kinds of sense-making processes. As such, the conceptual frame of dilemmatic space offers a broad theoretical framework with which to conceptualise dilemmas and the complexity of educational contexts.

  • 11.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Mentors, Mentoring and Dilemmatic Spaces: A contribution to theoretical renewal for understanding mentoring 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper contributes to theoretical renewal in mentoring research by using the conceptual framework of dilemmatic space to analyze and discuss how Swedish mentors’ roles, positions and relations change as a result of the Swedish government’s recent implementation of a teacher registration reform and a probation year for newly qualified teachers. The paper builds on an existing content analysis of the policy document concerning the teacher registration reform. The results of this study’s relational analysis show that mentoring emerges as tensions between central and local governments as policies construct boundaries that lead to political acts that become part of everyday practices through roles, negotiations and positioning, which ultimately have an effect on mentors and mentorship.

  • 12.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    New Regimes of Assessment, Grading and Accountability: Analysing Reform-based Dilemmas in Educational Settings2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper is based on a meta-analysis of earlier research relating to how the last decade’s reforms in Sweden concerning national tests, earlier grading and an increased focus on criterion-referenced grading changes the prerequisites for teachers’ work and their professional development, identity and relations, and, more specifically, how such reforms lead to dilemmas that affect their everyday work. Ironically, rather than solving a certain kind of problem or dilemma, inconsiderate political proposals and “easy-fix” whims at policy level that are not always applicable to teachers’ work sometimes cause new dilemmas (cf. Biesta, 2007; Convery, 2009; Kubler LaBoskey, 2006; Norwich, 2010). The difference between a problem and a dilemma is that the former can be solved to satisfaction, whereas the latter cannot be satisfactorily solved but leaves some kind of reminder (Denicolo, 1996; Berlak & Berlak, 1981).

    The theoretical framework draws on the concept of dilemmatic space and aims to offer a more complex understanding of dilemmas and their positioning and relations (cf. Honig, 1996). Approaching educational settings through the lens of dilemmatic space implies always considering teachers’ work in relation to the dynamics of individual, social, political and contextual factors. Seen as a wider system, the concept of dilemmatic space analytically opens additional dimensions, such as possibilities to connect the dilemmas of teachers’ everyday work with the influences, constraints and considerations of the local community and with reforms, intentions or statements at different policy levels.

    We argue that dilemmas should not be regarded as specific events or situations, but as being ever present in people’s living “spaces”. That is, people do not just acknowledge dilemmas as specific situations to react to, but always “react” in relation to “dilemmatic spaces.” As a consequence, dilemmas are not “out there” per se, but are social constructions resulting from political decisions that underlie contextual conditions. The concept of dilemmatic space makes it possible to approach what individuals construe as dilemmatic. Such an analytical move also makes it possible to visualise how dilemmas emerge in a space between individuals and a specific context (Fransson & Grannäs, submitted). For teachers, it means that in their work they sometimes find themselves in dilemmatic situations that are characterised by micro-political manoeuvres and where their judgment forms the basis for relational work expressed e.g. through negotiations and the positioning of others (cf. Frelin, 2010).

    In this paper we analyse how the last decade’s reforms of national tests and earlier grading and an increased focus on criterion-referenced grading in a goal-oriented approach have changed the prerequisites for teachers’ work, professional development, identity and relations.

    The findings showed that educational reforms change boundaries and positions, e.g. between teachers, pupils, head teachers and parents. Criterion-referenced grading increases the power of pupils to scrutinise the grading, which then causes dilemmas for teachers as to how to find an appropriate balance between learning activities and administrative issues related to assessment and grading (Vetenskapsrådet, 2010). Furthermore, the emergence of “extremely credit-focused pupils” leads to conflicts between teachers, pupils and head teachers over non-graded school tasks (Fransson & Grannäs, forthcoming).

    National tests reveal some imbalance between the grading that teachers do and national test scores (Skolverket, 2009). This leads to teachers’ professionalism being questioned and the establishment of groups of national experts to re-examine teachers’ grading. Research indicates that politicians change the assessment system to demonstrate efficiency (Lundahl, 2006). Micro political negotiations also lead to aspects other than achievement influencing the grading process (Klapp Lekholm & Cliffordson, 2008) and external pressure like this can result in grade inflation (Wikström, 2006) – all of which results in a call for teachers’ professional development.

    Teachers and head teachers are thus expected to manoeuvre in dilemmatic space and deal with dilemmas like learning activities, assessment, grading, public reputation and professional autonomy.

  • 13.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    de Laval, Suzanne
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Practice oriented multidisciplinary post occupancy evaluation as a tool for planning and remodeling of school facilities2019Konferensbidrag (Refereegranskat)
  • 14.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Gershon, Walter S
    Kent State University, Ohio, USA.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Marknadsstyrning skapar oönskade elever2014Ingår i: Pedagogiska Magasinet, ISSN 1401-3320, Vol. 2Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    När skolor drivs som företag, börjar de också göra riskanalyser enligt samma ekonomiska principer. Resultatet blir att vissa elever ses som ekonomiska risker och därmed blir oönskade eller i värsta fall bortvalda.

  • 15.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Changing school environments through the eyes of the students2018Ingår i: AERA abstract repository, 2018Konferensbidrag (Refereegranskat)
    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.

  • 16.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Changing school environments through the eyes of the students2017Konferensbidrag (Refereegranskat)
    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.

  • 17.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Compensatory conditions in the corridor: comparing staff work in (secondary) schools designed in two different time periods2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we set out to explore how the physical, social and conceived conditions in schools can facilitate or disrupt support work aimed at improving student learning and preventing social exclusion (cf. Frelin & Grannäs, 2013). This is accomplished by comparing student support practices in the common areas of two newly renovated secondary schools built in two different time periods. The focus is on teachers’ and other school staff’s enactment of curriculum and policy reforms in their endeavours to improve students’ learning conditions and well-being (cf. Ball, Maguire, & Braun, 2012; Mulcahy, 2016). This enactment takes place in a designed school environment, where teachers and support staff appropriate spaces for educational purposes in different ways (cf. Stables, 2015). The interview and observational data come from two qualitative case studies, one complete (2012-14) and one ongoing (2015-16), using a spatial analysis perspective. Physical, social and conceived aspects of space are considered (Frelin & Grannäs, 2014, 2015). The case schools, located in two municipalities, were originally built in the 1910s (Lönnhaga) and the 1960s (Tallvik). Both schools serve mixed to low SES communities and have organized student support functions in the schools’ corridors, cafeterias, recreation areas and other common spaces. These functions are for example school host, student coach and student welfare officer. The organization, function and physical layout of the schools differ and represent the pedagogical and architectural ideas of the periods in which they were built. Preliminary results show variations in the physical conditions for support work in terms of number of storeys, transparency (e.g. stone or glass walls) and layout (enclosed or open spaces), how the staff respond to these conditions (e.g. stationary in offices or mobile in corridors) and the kind of contact staff have with the management (e.g. whether or not they are used as substitute teachers). In contrast, the task perception among the support staff as a whole is similar in both schools. It is interesting to see how the staff respond creatively to the physical school environments, designed in different time periods and rebuilt in response to policy reform, in order to carry out their tasks (cf. Blackmore et al, 2011; Mulcahy, 2016; Stables, 2015).

  • 18.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Designing and building robust innovative learning environments2021Ingår i: Buildings, E-ISSN 2075-5309, Vol. 11, nr 8, artikel-id 345Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Prior research shows that creating innovative learning spaces that work well for pupils and teachers is a challenge and implicates different stakeholders. The aim of this article is to inquire into how educational visions evolve and are expressed through the different phases of two school design processes; and visualise how stakeholders’ roles in the processes result in innovative learning environments and practices that work well. The data consists of photographs from school visits, briefs, and interviews. The material is analysed with a particular focus on educational vision, organisation and working methods. An analytical model showing the stakeholders’ levels of participation at each stage is revised and developed. The results indicate four common themes: Continuity – several stakeholders involved in more than one phase. Preparation – processes were long-term, continuous, and iterative, with future users testing and evaluating prototypes and other innovative interior design elements to be used in the new spaces. Alignment – early and extensive considerations of the school’s organisation and working methods. Participation – multi-professional teams with representation of a pedagogical perspective at the higher levels of participation. From this can be concluded that achieving robust innovative learning environments involves stakeholders’ regard to aspects of knowledge, education, organization and economy. 

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  • 19.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Direct and indirect educational relationships: Developing a typology for the contribution of different categories of school staff in relation to students’ educational experiences2015Ingår i: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 18, nr 1, s. 56-68Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents results from a research project exploring the relational interplay between school staff and students, its functions and complexity in the secondary school context. School relationships (between students and different kinds of staff) are more or less indirectly related to educational content: subject matter as well as norms and values. In the teacher–student relationship, the teaching and learning of subject matter largely defines the relationship, whereas for school support staff, the relationship to such content is fairly distant. However, they all have in common that these assigned functions are created for the purpose of enabling the education of our youth. In this article, a case study from a secondary school is used to develop a typology for understanding the relevance that content may have in these different types of relationships. We also explore the sometimes unpredictable ways in which content can emerge as relevant. A year-long case study was conducted during the 2012–2013 school year at a secondary school that had recently been renovated and in which work had been done to improve the educational environment. Multiple data sources were used, including document analysis, mapping, contextual observations and interviews. Official statistics, newspaper articles and school quality reports were used to contextualize the case. In this article, interviews with different categories of school staff and students formed the main source of data. The different assigned functions of the staff were categorized as: educators, education professionals (e.g. counsellors) and education support professionals (e.g. caretakers). Although the latter were often indirectly connected to content, they could also have relevance through the relationships that they developed with students. Here, there is a point in separating the staff´s assigned function as officially described and their relation to students as played out in practice. Two examples illustrate how members of staff diverge somewhat from their assigned functions in informal places and spaces to facilitate the educational experience of the students. It is argued that in a school for all students, this flexibility in school relationships can improve students’ relations to content and school success.

  • 20.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Direct and Indirect Educational Relationships: the Varying Significance of Content in School Relationships2013Konferensbidrag (Refereegranskat)
  • 21.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Exploring the Support Function ”School Host” as Equalizer of Educational Opportunity in the School Environment2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper a spatial perspective is used to explore the support work of school hosts in the common areas of the school environment aimed at equalizing educational opportunities and preventing social exclusion. Recent investments in student support staff are aimed at improving student care and boosting students’ academic performances. Interviews from two case schools, complemented by observations and documents, were compared in order to determine how the hosts relate to physical, conceived and social spaces in schools. Results show ways in which spatial aspects such as the physical layout of the school enable or limit their work. Their actions are the outcome of the relations between the school environment and their task perceptions. Moreover, they draw upon established relationships.

  • 22.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Highlighting indirect functions: implications of using an ecological understanding for exploring safe educational environments2015Ingår i: Abstract book, 2015, s. 10-10Konferensbidrag (Refereegranskat)
    Abstract [en]

    From an ecological whole-school perspective different parts of the educational environment are viewed as in constant relation to others. This means that everyone involved condition, and are conditioned by, each other’s actions in multiple continuous processes. If one function fails the consequences affects others who share their environment. The purpose of this presentation is to use an ecological approach to understand ways in which staff who is only indirectly involved in education can contribute to the educational environment. In discussions of educational environments the teachers, students and content often take center stage. Hansen’s examination of Dewey’s educative environment focuses on the classroom, however, education is underpinned by indirect functions such as care takers, cleaners and canteen staff that facilitate students’ educational experiences by attending to students’ need of nutrition and a clean and safe school environment. Dewey argued that the environment consists of relevant features for the given situation, discriminating it from the surroundings that are irrelevant. Thus, the indirect functions cannot be viewed as surroundings, but constitute part of the educational environment albeit often overlooked or viewed as peripheral. As illustrated by a case study in a Swedish secondary school these staff members, by their presence alone as adults in the corridors and other places in the school, contributed to a safe environment. Moreover, at times they collaborated with other professions, as well as went beyond their intended functions, for the best of the students. For example, cleaners who witnessed bullying reported it to the teachers. The care takers took some students under their wings and asked them to help mend broken things around the school, thus providing them with meaningful relationships that strengthened the students’ bond with the school. However, the municipal management cut back on costs for care takers, despite protests from the principal, and the care takers were replaced by a weekly service visit operated centrally. This can be framed as an atomistic logic of schooling, disregarding the actual function of support staff in the educational environment. We argue that an ecological perspective can provide fruitful insights that can be used for promoting safe educational environments.

  • 23.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Konflikthantering i skolan: Ett ekologiskt perspektiv2019Ingår i: Skolans konflikter: Vad varje lärare bör veta / [ed] Pihlgren, Ann S., Lund: Studentlitteratur AB, 2019, 1, s. 75-92Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 24.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Navigating Middle Ground: A Spatial Perspective on the Borderlands of Teacher-Student Relationships in Secondary School2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    Positive teacher-student relationships are important for student learning. One factor that promotes such relationship is closeness. Yet, the teacher-student relationship is a professional one and there are limits to how close teachers and students can get without crossing this professional boundary. The purpose of this paper is to use spatial theories in order to explore how teachers and students in secondary education view and navigate border territories of positive and professional teacher-student relationships. Data is drawn from a combined case study where teachers and students were interviewed. Spatial theory aids the analysis, where we ask: Where, when and how are positive teacher-student relationships negotiated in schools, how do teachers and students reason regarding the borderlands of teacher-student relationships, and how do they navigate them? Preliminary results include instances when teachers intentionally work at attaining closeness, and when they back off to distance themselves in order to keep a professional distance. Students, although they appreciate closeness, are very sensitive to teachers trying to overstep the boundary. Both teachers and students point to informal situations and places in schools as significant for building positive relationships. The scientific significance includes the novel use of spatial theory that is fruitful for shedding new light on interpersonal processes in schools, and the results are of value for teachers as well as for future research on understanding and improving professional teacher-student relationships. 

  • 25.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Navigating middle ground: a spatial perspective on the borderlands of teacher-student relationships in secondary school2014Ingår i: Interpersonal Relationships in Education: From Theory to Practice / [ed] David Zandvliet, Perry den Brok, Tim Mainhard and Jan van Tartwijk, Rotterdam: Sense Publishers, 2014, s. 57-70Kapitel i bok, del av antologi (Refereegranskat)
    Ladda ner (pdf)
    Teaser
  • 26.
    Frelin, Anneli
    et al.
    Department of Curriculum Studies, Uppsala University, Uppsala, Sweden.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Negotiations left behind: in-between spaces of teacher-student negotiation and their significance for education2010Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 42, nr 3, s. 353-369Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper argues against a view of curriculum as a means for moulding students into, and making teachers accountable for, something pre-determined and singularly governed by qualification demands of the labour market. It makes a case for the value of inter-subjective teacher–student relationships in education and addresses the significance of negotiations and their open-endedness. This paper draws its empirical material from case studies for which interviews were the main source for gathering data. The data analyses were made using the AtlasTi software designed for qualitative analysis. In the empirical material were found instances of negotiations in which inter-subjective relationships are established and maintained; negotiations that are rendered obscured or even invisible from a qualification purpose but that influence the educational processes. The results show that teachers and students creatively use potentials within contextual conditions to attain relationships which sometimes constitute a precondition for education.

  • 27.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Nya Lärmiljöer: Från vision till pedagogik i två innovativa skolor2022Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Skolbyggnader utgör betydande investeringar för samhället och ska vara hållbara under lång tid. Dessa lärmiljöer behöver utformas så att de understödjer och främjar de pedagogiska idéer som ligger till grund för verksamheten som ska bedrivas i lokalerna. 

    Denna skrift redovisar en forskningsstudie som Högskolan i Gävle genomfört med finansiering av FoU-fonden för kommunernas fastighetsfrågor. Syftet med forskningsstudien är att lyfta fram erfarenheter från två skolors processer att utforma och använda lärmiljöer som stödjer skolornas pedagogiska idé, organisation och arbetssätt. 

    Målgrupper för skriften är alla professioner som är involverade i att planera, bygga och använda lärmiljöer. 

  • 28.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Policy enactment in an era of transition from compensation to competition2019Konferensbidrag (Refereegranskat)
  • 29.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Professional territories in open learning environments: – examining collaborations between teachers and social pedagogues2017Konferensbidrag (Refereegranskat)
  • 30.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Questioning the modern conception of time: The politics of complexity reduction in education2011Konferensbidrag (Refereegranskat)
  • 31.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Relationell pedagogik i korridoren?: ett rumsligt och relationellt perspektiv på skolans relationsarbete2016Konferensbidrag (Övrigt vetenskapligt)
  • 32.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Results and accountability: Marginalization of the educational interpersonal space2013Konferensbidrag (Refereegranskat)
  • 33.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Secondary School Teachers' Perceptions of Affordances in a Planned Multizone Flexible Learning Environment2021Konferensbidrag (Refereegranskat)
  • 34.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo.
    Skolans mellanrum: Ett relationellt och rumsligt perspektiv på utbildningsmiljöer2017Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, nr 3-4, s. 198-214Artikel i tidskrift (Refereegranskat)
  • 35.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Students’ Digital Photo Stories about School Spaces for Safety and Learning2021Ingår i: Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title] / [ed] Şenol, Hülya, InTech, 2021Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This study explores students’ photo story input into how to create a safe and sustainable educational environment. Digital photo stories were collected through classroom assignments at a secondary school in Sweden and the software Microsoft Sway. The students made use of photos and texts to describe what they regarded as safe and unsafe places and places that supported or impeded their learning. The results show variations both in the areas that the students viewed as safe and unsafe and the reasons for their choice of area. This means that one area can be depicted as safe or positive by one student, but unsafe or negative by another, which was also the case regarding learning.

  • 36.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Studying relational spaces in secondary school: applying a spatial framework for the study of borderlands and relational work in school improvement processes2014Ingår i: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 17, nr 2, s. 135-147Artikel i tidskrift (Refereegranskat)
    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.

  • 37.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Teachers’ pedagogical conceptions of a planned activity based learning environment2019Konferensbidrag (Refereegranskat)
  • 38.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Teachers’ pre-occupancy evaluation of affordances in a multi-zone flexible learning environment - introducing an analytical model2022Ingår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 30, nr 2, s. 243-259Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teaching in new kinds of learning environments could prove challenging, and a successful transition is facilitated by user involvement. This article reports results from the planning and rebuilding phase of a multi-zone flexible learning environment. On two occasions, one virtual and one on-site walk-through, two groups of secondary school teachers conducted pre-occupancy evaluations, indicating possibilities, challenges and activities in the four zones visited. Analyses of their perceptions of affordances, inspired by Gibson, indicated two kinds of material affordances: organisational and educational. Organisational affordances had a major influence on the kinds of educational activities that were described. Rather than coming up with new types of activities, it seemed as though their pre-occupation evaluation of the flexible learning environment made teachers consider new ways of organising the existing activities. An analytical model, TEALE, illustrating teachers’ evaluations of learning environments is introduced, and further research on organisational dimensions of learning environments is suggested.

    Ladda ner fulltext (pdf)
    fulltext
  • 39.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    The production of present and absent presences in education2013Ingår i: Journal of Pedagogy, ISSN 1338-1563, E-ISSN 1338-2144, Vol. 4, nr 2, s. 139-161Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Drawing on the distinction between absent and present presences, this article contributes to our understanding of how new managerial and performative discourses are played out in a secondary school context in Sweden. The consequences of numerous educational reforms during the last 20 years include a surge of new independent schools and increased segregation between students due to individual school choice. Following international trends, a yearly national municipal school ranking is published, drawing much attention both in the media and on the policy level, intensifying pressure for results at the municipal level. A case study was conducted in one bottom-ranked Swedish secondary school over the 2012-13 school year, focusing on how relationships between students and staff were negotiated in informal spaces and places. The results illustrate how absent presences and present presences are produced in the practice of schooling. The present presences were publication of results, raising merit scores and grading pressure, and the absent presences were the role of the media in the self-image of schools, increased workload for teachers, the misuse of statistical data and demoralization and determination. The results contribute to the understanding of a) the challenges that teachers and schools are faced with as a consequence of the new managerial and performative discourses in educational settings, and b) the means they draw on to face and resist them in their everyday practices.

  • 40.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    The role of dataveillance software in school leaders’ surveillance of teachers2017Konferensbidrag (Refereegranskat)
  • 41.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Trygga möten i skolans mellanrum2014Ingår i: Elevhälsa, ISSN 2000-5296, nr 3Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 42.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Using a Spatial Perspective to Explore the Creation of Safe School Environments2015Konferensbidrag (Refereegranskat)
  • 43.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Fransson, Göran
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Relational Dimensions of Policy Enactment: Principals' Experiences of Relations With Newly Qualified Teachers During the Teacher Registration Reform2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Globalized educational reforms include registration reforms for newly qualified teachers (NQTs). As policies travel, this paper examines the Swedish example of principals’ policy enactments (Ball et al, 2012) when assessing NQTs. Questionnaire data was collected in three municipality clusters. 11 semi-structured interviews with principals were conducted in two municipalities. These were analyzed to determine whether and how the relations between principals and NTQs changed due to the teacher registration reform. The results showed some positive change in the relations and that contrary to the reform’s intentions support and assessment practices were intermingled. As the complexity of the situation was underestimated, other countries may learn from the example of a reform that led to a policy retreat.

  • 44.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Mörck Riekki, Wenche
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Innovative learning environments as a place for examination of the concept of team teaching2023Konferensbidrag (Refereegranskat)
  • 45.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Rönnlund, Maria
    Umeå University.
    Transitions in Nordic school environments – an introduction2021Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 12, nr 3, s. 217-224Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    In the Nordic countries, with their longstanding tradition of valuing education for the masses, a large number of schools have been built over a more than century-long period and therefore represent a variety of pedagogical and architectonical ideals (Bengtsson, 2011). For example, the school landscape represents traditional and progressive ideals and in terms of the buildings themselves, those that are currently considered as highly innovative exist in parallel with more traditional schools from earlier decades. However, a school design that was considered radical at the time of its construction may be considered old-fashioned and unfit for purpose today. Despite the importance of school buildings for education, research-based knowledge about them is limited, especially in educational research and in the Nordic countries. At present, such research is mostly conducted and published in the Australian, UK and US contexts. The special issue of this journal addresses this knowledge gap by focusing on the relations between educational practices and school environments in the Nordic countries and highlighting the intentions, complexities and negotiations relating to the design, building and use of schools at different levels. 

    Ladda ner fulltext (pdf)
    fulltext
  • 46.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Sundholm, Mårten
    Stockholm stad, Utbildningsförvaltningen.
    van de Meulebrouck, Tanja
    Stockholm stad, Utbildningsförvaltningen.
    Evaluation of a School Building Program using Pedagogical Walk-throughs2023Konferensbidrag (Refereegranskat)
  • 47.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Sundholm, Mårten
    Stockholms stads utbildningsförvaltning.
    Van de Meulebrouck, Tanja
    Stockholms stads utbildningsförvaltning.
    Pedagogisk utvärdering av skolmiljöer: Gåturer i fyra skolbyggnader i Stockholms stad2022Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Skolbyggandet i Stockholms stad är och kommer att vara omfattande, och nya skolor byggs på annorlunda sätt för att möta morgondagens pedagogik, med annan konfiguration av rum och krav på flexibilitet men också kostnadseffektivitet. När nya krav ställs på såväl lärmiljöer som användare krävs ny kunskap om hur de nya lärmiljöerna fungerar, och syftet har varit att bli bättre beställare och utveckla systematisk erfarenhetsåterföring. Rapporten inleds med en kort forskningsgenomgång och presentation av skolorna.

    Pedagogiska gåturer genomfördes med främst pedagogisk personal och elever i fyra nybyggda skolor för att undersöka deras erfarenheter. Fokus har legat på den fysiska miljön och dess styrkor och svagheter i relation till verksamheten med dess pedagogiska och sociala aspekter. Fyra tidigare identifierade viktiga platser har undersökts: hemvister, entréer, matsalar och idrottssalar. Totalt genomfördes tolv gåturer där totalt 51 vuxna och 31 elever deltog. Gåturerna tog ca två timmar och deltagarna fick först individuellt bedöma lokalerna utifrån möjliga aktiviteter, positiva och negativa intryck samt förslag till förbättringar. Dessa delades sedan med gruppen och samtalen spelades in.

    Analyserna var informerade av tidigare studier och av syftet, och utsagorna delades in i sex teman: flexibilitet, flöden, inredning, ljudmiljö, social miljö samt visuell miljö. I samtliga teman framkom viktiga styrkor och svagheter gällande den fysiska lärmiljön samt förutsättningar för att miljön ska fungera bra. Diskussions- och slutsatsdelen innehåller även förslag till frågor att ställa sig inför nya projekt. Rapporten avslutas med förslag till vidare läsning.

    Ladda ner fulltext (pdf)
    fulltext
    Ladda ner (pdf)
    bilaga
  • 48.
    Grannäs, Jan
    Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, Ämnesavdelningen för didaktik.
    Centrala begrepp - i praktiken2003Ingår i: Lek, musik, könsroller och centrala begrepp: Fyra exempel på sociala konstruktioner / [ed] Gerhard Arfwedson, Stockholm: HLS Förlag , 2003, s. 58-71Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 49.
    Grannäs, Jan
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Democratic Education in Different Settings.2005Ingår i: The 33rd NERA (Nordic Educational Research Association) Annual Conference: , 2005Konferensbidrag (Refereegranskat)
  • 50.
    Grannäs, Jan
    Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, Ämnesavdelningen för didaktik.
    En för alla, alla för en: ungdomar om tolerans och solidaritet i olika gruppers sociala dynamik2006Ingår i: Den mångtydiga skolan: utbildning i det postmoderna samhället / [ed] Säfström, Carl-Anders, Lund: Studentlitteratur , 2006, s. 135-150Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
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