| Teachers' relational practices and professionality A Frelin Institutionen för didaktik, 2010 | 210 | 2010 |
| Lyhörda lärare: professionellt relationsbyggande i förskola och skola A Frelin Liber, 2012 | 110 | 2012 |
| Highly committed teachers: What makes them tick? A study of sustained commitment G Fransson, A Frelin Teachers and Teaching 22 (8), 896-912, 2016 | 78 | 2016 |
| Exploring relational professionalism in schools A Frelin Springer Science & Business Media, 2013 | 71 | 2013 |
| Doing good? Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement S Edling, A Frelin Teachers and Teaching 19 (4), 419-432, 2013 | 62 | 2013 |
| Relational underpinnings and professionality–a case study of a teacher’s practices involving students with experiences of school failure A Frelin School Psychology International 36 (6), 589-604, 2015 | 61 | 2015 |
| Negotiations left behind: in‐between spaces of teacher–student negotiation and their significance for education A Frelin, J Grannäs Journal of Curriculum Studies 42 (3), 353-369, 2010 | 57 | 2010 |
| Att hantera läraryrkets komplexitet (er)-en grund för professionalitet? A Frelin Utbildning & Demokrati–tidskrift för didaktik och utbildningspolitk 22 (1), 7-27, 2013 | 47 | 2013 |
| Four components that sustain teachers’ commitment to students–a relational and temporal model A Frelin, G Fransson Reflective Practice 18 (5), 641-654, 2017 | 37 | 2017 |
| Teachers’ pre-occupancy evaluation of affordances in a multi-zone flexible learning environment–introducing an analytical model A Frelin, J Grannäs Pedagogy, Culture & Society 30 (2), 243-259, 2022 | 35 | 2022 |
| Studying relational spaces in secondary school: Applying a spatial framework for the study of borderlands and relational work in school improvement processes A Frelin, J Grannäs Improving schools 17 (2), 135-147, 2014 | 35 | 2014 |
| Professionally present–highlighting the temporal aspect of teachers’ professional judgment A Frelin Teacher Development 18 (2), 264-273, 2014 | 34 | 2014 |
| Spaces of student support–Comparing educational environments from two time periods J Grannäs, A Frelin Improving schools 20 (2), 127-142, 2017 | 33 | 2017 |
| Skolans mellanrum: Ett relationellt och rumsligt perspektiv på utbildningsmiljöer A Frelin, J Grannäs Pedagogisk forskning i Sverige 22 (3-4), 2017 | 30 | 2017 |
| Committed to trouble. Learning from teachers' stories of challenging yet rewarding teacher-student relationships A Rytivaara, A Frelin Teaching and Teacher Education 68, 12-20, 2017 | 29 | 2017 |
| Direct and indirect educational relationships: Developing a typology for the contribution of different categories of school staff in relation to students’ educational experiences A Frelin, J Grannäs Improving schools 18 (1), 56-68, 2015 | 28 | 2015 |
| Designing and building robust innovative learning environments A Frelin, J Grannäs Buildings 11 (8), 345, 2021 | 23 | 2021 |
| The production of present and absent presences in education A Frelin, J Grannäs Journal of Pedagogy 4 (2), 139, 2013 | 17 | 2013 |
| Sensing as an ethical dimension of teacher professionality S Edling, A Frelin Journal of moral education 45 (1), 46-58, 2016 | 13 | 2016 |
| Weathering the perfect policy storm: a case study of municipal responses to educational reform surges in Sweden J Grannäs, A Frelin Pedagogy, Culture & Society 29 (2), 281-297, 2021 | 12 | 2021 |
Dr Jan GrannäsUniversity of Gävle, Department of Education and Business Studies, SwedenEmail verificata su hig.se