Ane Qvortrup
Biographic Data
| ID | 3461680 |
|---|---|
| NAME | Ane Qvortrup |
| GIVEN NAMES | Ane |
| FAMILY NAME | Qvortrup |
| SIGNATURE | QVORTRUP A |
| AFFILIATIONS | University of Southern Denmark |
| ORCID | 0000-0002-2110-0575 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 44 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Justifying methodologies in educational research
Referring to theories of knowledge or epistemological paradigms when explaining and discussing methodological and methodical choices is increasingly accentuated as important. However, epistemological paradigms are not always referred to and discussed in sufficient detail when methodologies and methods are chosen, and their relevance is evaluated. In this article, we suggest a framework for selecting and discussing methodologies and methods based …
Conceptualizing eco-engagement
The importance of enhancing young people’s environmental engagement is underscored in the UN IPCC reports, which emphasize that engagement influences political action. Within Education for Sustainable Development research, engagement is widely acknowledged not as a subordinate element of eco-literacy, but as a mutually constitutive process through which learners connect emotionally, cognitively, and practically with environmental concerns. Howeve…
Categorising student behaviours as manifest indicators of learning engagement
This study explores how student behaviours can be categorised as indicators of affective, behavioural, or cognitive learning engagement or disengagement depending on instructional context. We address the persistent misalignment between the widespread theoretical conceptualisation of student learning engagement as a complex, multidimensional psychological construct and its lack of consistent empirical operationalisation in the extant literature. T…
Nordic teachers’ perceptions of school leaders’ autonomy support
Purpose This article empirically explores how teachers perceive the formal leadership of their schools regarding teacher autonomy and freedom in teaching across Nordic schools and whether teacher autonomy can predict teachers’ attitudes towards classroom practice. Design/methodology/approach Drawing on insights from Self-Determination Theory, this study uses quantitative survey data from Denmark, Sweden, Norway, Finland and Iceland. Factor, clust…
Longitudinal mixed-methods analysis of tertiary students’ dropout considerations
The paper presents a longitudinal mixed methods study investigating tertiary humanity students’ dropout considerations, utilizing Tinto’s institutional departure model as theoretical background. The research question is: How do students’ dropout considerations take form and evolve throughout tertiary education? Methodically we have collected half-yearly register and survey data from 2,781 tertiary humanities students matriculating in 2017–2019. A…
The Malleability of Higher Education Study Environment Factors and Their Influence on Humanities Student Dropout—Validating an Instrument
In this article, we investigate how tertiary humanities students’ perceptions of the study environment, dropout considerations, and background variables, respectively, explain variations in dropout. Based on Tinto’s Institutional Departure Model and a systematic review of the dropout literature, the study environment comprised an academic system, a social system, and teaching. Multivariate statistical analyses in the form of explorative factor an…
The doing of Danish Upper Secondary School in 1968. Student papers as cases of negotiation surrounding the curriculum
The history of subjects is often told analysing notions of knowledge in historical reforms, policies, curricula, and textbooks. In this article, we analyse student papers from 1968, focusing on their responses to the topic ’Social distinctions and prejudices in Denmark‘. The students present a number of concepts and categories of social differences and prejudices, depict a contemporary problem, refer to theoretical or categorical frameworks, prov…
Inquiring sustainability through dialogic Video Clubs in upper secondary schools
The recurrent reminders that climate changes are man-made and demand action, calls for the development of novel teaching approaches which besides transferring information, solutions, and values, also allow students to engage in critical reflections and through common inquiries strengthen their decision-making abilities and sustainable commitment. Answering the question: What characterizes Danish Mercantile upper secondary school students’ convers…
Students’ Well-Being Fluctuations during Covid-19—A Matter of Grade, State, or Trait
As part of the large-scale ‘COVID-19, Building Back Better’-project, longitudinal student survey data were collected (n = 774) from four subsequent survey rounds (grade 3–9) in a period with COVID-19 related school closures and re-openings in Denmark (December 2020 to June 2022). Students’ responses to questions related to three well-being dimensions: social, emotional, and academic well-being, were analyzed with factor analysis and latent state-…
Validity evidence for the Experiences of Teaching and Learning Questionnaire (ETLQ) in evaluations of quality learning
The use of the Experiences of Teaching & Learning Questionnaire (ETLQ) for the evaluation of learning quality in higher education has been expanding during the last decade, thus a review of the instrument’s validity evidence is warranted. The design of the study was a systematic critical literature review. We evaluated the strength of the validity evidence of 17 included studies with a quality appraisal framework reflecting current standards for …
Didaktik and Curriculum in Ongoing Dialogue
Inclusion
The understanding of inclusion in education has transcended the assumption that inclusion is about students with special needs. It concerns the inclusion of all children. With systems theory as a framework, the article argues that in order to handle inclusion as a phenomenon that concerns all children, we need an operational definition of inclusion differentiated according to three dimensions. The first dimension covers different levels of inclus…
Portfolio assessment
Over the last two decades, the education system has witnessed a shift from summative, product-oriented assessment towards formative, process-oriented assessment. Among the different learning and assessment initiatives introduced in the slipstream of this paradigmatic turn, the portfolio seems to have become one of the most popular. By redescribing the portfolio from a systems theoretical point of view, this article discusses established expectati…
Inclusion
The understanding of inclusion in education has transcended the assumption that inclusion is about students with special needs. It concerns the inclusion of all children. With systems theory as a framework, the article argues that in order to handle inclusion as a phenomenon that concerns all children, we need an operational definition of inclusion differentiated according to three dimensions. The first dimension covers different levels of inclus…
Portfolio assessment
Over the last two decades, the education system has witnessed a shift from summative, product-oriented assessment towards formative, process-oriented assessment. Among the different learning and assessment initiatives introduced in the slipstream of this paradigmatic turn, the portfolio seems to have become one of the most popular. By redescribing the portfolio from a systems theoretical point of view, this article discusses established expectati…
Inclusion
The understanding of inclusion in education has transcended the assumption that inclusion is about students with special needs. It concerns the inclusion of all children. With systems theory as a framework, the article argues that in order to handle inclusion as a phenomenon that concerns all children, we need an operational definition of inclusion differentiated according to three dimensions. The first dimension covers different levels of inclus…
Didaktik and Curriculum in Ongoing Dialogue
Students’ Well-Being Fluctuations during Covid-19—A Matter of Grade, State, or Trait
As part of the large-scale ‘COVID-19, Building Back Better’-project, longitudinal student survey data were collected (n = 774) from four subsequent survey rounds (grade 3–9) in a period with COVID-19 related school closures and re-openings in Denmark (December 2020 to June 2022). Students’ responses to questions related to three well-being dimensions: social, emotional, and academic well-being, were analyzed with factor analysis and latent state-…
Validity evidence for the Experiences of Teaching and Learning Questionnaire (ETLQ) in evaluations of quality learning
The use of the Experiences of Teaching & Learning Questionnaire (ETLQ) for the evaluation of learning quality in higher education has been expanding during the last decade, thus a review of the instrument’s validity evidence is warranted. The design of the study was a systematic critical literature review. We evaluated the strength of the validity evidence of 17 included studies with a quality appraisal framework reflecting current standards for …
Longitudinal mixed-methods analysis of tertiary students’ dropout considerations
The paper presents a longitudinal mixed methods study investigating tertiary humanity students’ dropout considerations, utilizing Tinto’s institutional departure model as theoretical background. The research question is: How do students’ dropout considerations take form and evolve throughout tertiary education? Methodically we have collected half-yearly register and survey data from 2,781 tertiary humanities students matriculating in 2017–2019. A…
The Malleability of Higher Education Study Environment Factors and Their Influence on Humanities Student Dropout—Validating an Instrument
In this article, we investigate how tertiary humanities students’ perceptions of the study environment, dropout considerations, and background variables, respectively, explain variations in dropout. Based on Tinto’s Institutional Departure Model and a systematic review of the dropout literature, the study environment comprised an academic system, a social system, and teaching. Multivariate statistical analyses in the form of explorative factor an…
The doing of Danish Upper Secondary School in 1968. Student papers as cases of negotiation surrounding the curriculum
The history of subjects is often told analysing notions of knowledge in historical reforms, policies, curricula, and textbooks. In this article, we analyse student papers from 1968, focusing on their responses to the topic ’Social distinctions and prejudices in Denmark‘. The students present a number of concepts and categories of social differences and prejudices, depict a contemporary problem, refer to theoretical or categorical frameworks, prov…
Inquiring sustainability through dialogic Video Clubs in upper secondary schools
The recurrent reminders that climate changes are man-made and demand action, calls for the development of novel teaching approaches which besides transferring information, solutions, and values, also allow students to engage in critical reflections and through common inquiries strengthen their decision-making abilities and sustainable commitment. Answering the question: What characterizes Danish Mercantile upper secondary school students’ convers…
Categorising student behaviours as manifest indicators of learning engagement
This study explores how student behaviours can be categorised as indicators of affective, behavioural, or cognitive learning engagement or disengagement depending on instructional context. We address the persistent misalignment between the widespread theoretical conceptualisation of student learning engagement as a complex, multidimensional psychological construct and its lack of consistent empirical operationalisation in the extant literature. T…
Nordic teachers’ perceptions of school leaders’ autonomy support
Purpose This article empirically explores how teachers perceive the formal leadership of their schools regarding teacher autonomy and freedom in teaching across Nordic schools and whether teacher autonomy can predict teachers’ attitudes towards classroom practice. Design/methodology/approach Drawing on insights from Self-Determination Theory, this study uses quantitative survey data from Denmark, Sweden, Norway, Finland and Iceland. Factor, clust…
Justifying methodologies in educational research
Referring to theories of knowledge or epistemological paradigms when explaining and discussing methodological and methodical choices is increasingly accentuated as important. However, epistemological paradigms are not always referred to and discussed in sufficient detail when methodologies and methods are chosen, and their relevance is evaluated. In this article, we suggest a framework for selecting and discussing methodologies and methods based …
Conceptualizing eco-engagement
The importance of enhancing young people’s environmental engagement is underscored in the UN IPCC reports, which emphasize that engagement influences political action. Within Education for Sustainable Development research, engagement is widely acknowledged not as a subordinate element of eco-literacy, but as a mutually constitutive process through which learners connect emotionally, cognitively, and practically with environmental concerns. Howeve…
Psychology (9 works) · Mathematics education (8 works) · Pedagogy (6 works) · Sociology (6 works) · Educational and Psychological Assessments (4 works) · Higher education (4 works) · Mathematics (4 works) · Political science (4 works) · Computer Science (3 works) · Evaluation of Teaching Practices (3 works)