Anneli Frelin
Biographic Data
| ID | 6508432 |
|---|---|
| NAME | Anneli Frelin |
| GIVEN NAMES | Anneli |
| FAMILY NAME | Frelin |
| SIGNATURE | FRELIN A |
| AFFILIATIONS | University of Gävle |
| ORCID | 0000-0002-1871-4488 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Designing and building safer schools using two visual methods for teacher evaluation
Introduces Mapping and Diamond Ranking as tools for evaluating school safety. • Reveals how adult presence and clear spatial definitions enhance safety perceptions. • Identifies privacy and supervision issues in changing rooms as key safety challenges. • Adapts Gislason's model to integrate safety dimensions for school design analysis. • Demonstrates the value of participatory methods in designing safer school environments. Ensuring safety in sch…
Respatialisation in schools
Recent literature on innovative learning environments primarily focuses on teacher readiness to utilise new spatial affordances. This article instead examines the adaptability of the spaces themselves, exploring how school leaders in Aotearoa New Zealand modify and refine spatial designs to enhance teaching and learning. A framework comprising Massey’s theory of space and Wenger’s communities of practice is used to conceptualise space as dynamica…
Unpacking team teaching in innovative learning environments - teachers’ experience in practice
New types of learning spaces accommodating larger cohorts of students and enabling team-based teaching practices have emerged globally, presenting new opportunities and challenges for teacher interactions. These spaces, often referred to as innovative learning environments (ILEs), are associated with pedagogical approaches such as team teaching. This study unpacks team teaching in two case schools with ILEs, each characterised by distinct organis…
Transitions in Nordic school environments – an introduction
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 e…
Committed to trouble. Learning from teachers' stories of challenging yet rewarding teacher-student relationships
Evidence is Not Enough for Developing Democratic Values
Evidence is not enough for developing democratic values : on the role of theory in teacher education
Evidence is Not Enough for Developing Democratic Values
Evidence is not enough for developing democratic values : on the role of theory in teacher education
Committed to trouble. Learning from teachers' stories of challenging yet rewarding teacher-student relationships
Transitions in Nordic school environments – an introduction
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 e…
Designing and building safer schools using two visual methods for teacher evaluation
Introduces Mapping and Diamond Ranking as tools for evaluating school safety. • Reveals how adult presence and clear spatial definitions enhance safety perceptions. • Identifies privacy and supervision issues in changing rooms as key safety challenges. • Adapts Gislason's model to integrate safety dimensions for school design analysis. • Demonstrates the value of participatory methods in designing safer school environments. Ensuring safety in sch…
Respatialisation in schools
Recent literature on innovative learning environments primarily focuses on teacher readiness to utilise new spatial affordances. This article instead examines the adaptability of the spaces themselves, exploring how school leaders in Aotearoa New Zealand modify and refine spatial designs to enhance teaching and learning. A framework comprising Massey’s theory of space and Wenger’s communities of practice is used to conceptualise space as dynamica…
Unpacking team teaching in innovative learning environments - teachers’ experience in practice
New types of learning spaces accommodating larger cohorts of students and enabling team-based teaching practices have emerged globally, presenting new opportunities and challenges for teacher interactions. These spaces, often referred to as innovative learning environments (ILEs), are associated with pedagogical approaches such as team teaching. This study unpacks team teaching in two case schools with ILEs, each characterised by distinct organis…
Teacher Education and Leadership Studies (5 works) · Educational Environments and Student Outcomes (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Early Childhood Education and Development (2 works) · Global Educational Policies and Reforms (2 works) · Sociology (2 works) · Teaching method (2 works) · Art (1 works)