Jon Lauglo
Biographic Data
| ID | 268053 |
|---|---|
| NAME | Jon Lauglo |
| GIVEN NAMES | Jon |
| FAMILY NAME | Lauglo |
| SIGNATURE | LAUGLO J |
| AFFILIATIONS | University of Oslo |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 96 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 5 |
Does ethnic identification promote integration into the larger society? A study of youth in Oslo
This paper uses survey data from Oslo to examine whether strong ethnic identification helps or hinders the integration of adolescents from immigrant families into the larger Norwegian society. Dependent variables are openness to other ethnic groups than one’s own, educational achievement, and positive self-concept. The findings are generally positive for the integration of adolescents with immigrant parents in Oslo. In particular, ethnic identifi…
Political socialization in the family and young people's educational achievement and ambition
Using data from a large‐scale survey of Norwegian youth, the study examines the relationships that the performance in key academic subjects and aiming for higher education have with political socialization at home. The more often adolescents aged 13–16 talk with parents about politics and social issues, the better their performance is and the more often they aim for higher education. These relationships survive controls for, inter alia, parental …
Revisiting the vocational school fallacy: A tribute to Philip Foster
More than four decades ago, Philip J. Foster (1927–2008) published an essay on the The vocational school fallacy in development planning, drawing on research on schools in Ghana. That essay has been reprinted in numerous texts and remains frequently quoted in recent research literature. What were his main general insights about vocational education and how have these stood the test of time? Notes 1. 'Supply driven' is really a pejorative misnomer…
Working Harder to Make the Grade: Immigrant Youth in Norwegian Schools
How well do immigrant youths adapt to school? A national Norwegian survey of youth, amongst whom a small proportion had immigrant parents, is used to explore this issue. Those with a background from developing countries show more signs of strain, but they spend more time on homework than others and have more positive attitudes to school. After controls for social class, they perform on a level with others—except in the subject Norwegian. Diverse …
Banking on education and the uses of research. A critique of: World Bank priorities and strategies for education
Forms of Decentralisation and Their Implications for Education
The paper argues the case for disaggregating the concept of 'decentralisation', and presents a range of types which differ as to their rationale. Under the rubric of 'political' rationales there are: federalism, populist localism, participatory democracy, and liberalism. Under rationales that mainly concern quality and efficiency, there are: pedagogic professionalism, management by objectives, the market mechanism, and deconcentration. These diff…
C. Arnold Anderson: An appreciation
(1991). C. Arnold Anderson: an appreciation. Comparative Education: Vol. 27, No. 1, pp. 5-5
Factors Behind Decentralisation in Education Systems: A comparative perspective with special reference to Norway
(1990). Factors Behind Decentralisation in Education Systems: a comparative perspective with special reference to Norway. Compare: A Journal of Comparative and International Education: Vol. 20, No. 1, pp. 21-39
Diversified secondary education in Kenya: The status of practical subjects, and effects on attitudes and destinations after school
The Control of Education
Mass Schooling: A tool of capitalist domination
(1985). Mass Schooling: a tool of capitalist domination? Compare: A Journal of Comparative and International Education: Vol. 15, No. 1, pp. 21-27
Concepts of ‘General Education’ and ‘Vocational Education’ Curricula for Post‐compulsory Schooling in Western Industrialised Countries: When shall the twain meet? [1]
[1] This paper was written as a contribution to the activity of OECD on Policies for Post‐Compulsory Education and Training under the Education Committee programme. The views expressed are those of the author and not necessarily those of OECD or of the national authorities in the United Kingdom
UPE and world Bank reports
Rural Primary School Teachers as Potential Community Leaders? Contrasting Historical Cases in Western Countries
Upper‐secondary Teachers in Norway: Organizational participation and its correlates
Teachers' Social Origins, Career Commitment During University, and Occupational Attitudes
This paper analyzes the responses of Norwegian academic-secondary teachers to questions about their social origins, about the extent to which the teachers developed a commitment to a career in teaching, while at the university, and about various aspects of their professional attitudes. Individuals of lower social origins are slightly more prone to develop an early commitment to teaching. Social origin and the strength of pedagogical commitment du…
Forms of Decentralisation and Their Implications for Education
The paper argues the case for disaggregating the concept of 'decentralisation', and presents a range of types which differ as to their rationale. Under the rubric of 'political' rationales there are: federalism, populist localism, participatory democracy, and liberalism. Under rationales that mainly concern quality and efficiency, there are: pedagogic professionalism, management by objectives, the market mechanism, and deconcentration. These diff…
Working Harder to Make the Grade: Immigrant Youth in Norwegian Schools
How well do immigrant youths adapt to school? A national Norwegian survey of youth, amongst whom a small proportion had immigrant parents, is used to explore this issue. Those with a background from developing countries show more signs of strain, but they spend more time on homework than others and have more positive attitudes to school. After controls for social class, they perform on a level with others—except in the subject Norwegian. Diverse …
Banking on education and the uses of research. A critique of: World Bank priorities and strategies for education
Rural Primary School Teachers as Potential Community Leaders? Contrasting Historical Cases in Western Countries
Does ethnic identification promote integration into the larger society? A study of youth in Oslo
This paper uses survey data from Oslo to examine whether strong ethnic identification helps or hinders the integration of adolescents from immigrant families into the larger Norwegian society. Dependent variables are openness to other ethnic groups than one’s own, educational achievement, and positive self-concept. The findings are generally positive for the integration of adolescents with immigrant parents in Oslo. In particular, ethnic identifi…
Political socialization in the family and young people's educational achievement and ambition
Using data from a large‐scale survey of Norwegian youth, the study examines the relationships that the performance in key academic subjects and aiming for higher education have with political socialization at home. The more often adolescents aged 13–16 talk with parents about politics and social issues, the better their performance is and the more often they aim for higher education. These relationships survive controls for, inter alia, parental …
Diversified secondary education in Kenya: The status of practical subjects, and effects on attitudes and destinations after school
Concepts of ‘General Education’ and ‘Vocational Education’ Curricula for Post‐compulsory Schooling in Western Industrialised Countries: When shall the twain meet? [1]
[1] This paper was written as a contribution to the activity of OECD on Policies for Post‐Compulsory Education and Training under the Education Committee programme. The views expressed are those of the author and not necessarily those of OECD or of the national authorities in the United Kingdom
Factors Behind Decentralisation in Education Systems: A comparative perspective with special reference to Norway
(1990). Factors Behind Decentralisation in Education Systems: a comparative perspective with special reference to Norway. Compare: A Journal of Comparative and International Education: Vol. 20, No. 1, pp. 21-39
Revisiting the vocational school fallacy: A tribute to Philip Foster
More than four decades ago, Philip J. Foster (1927–2008) published an essay on the The vocational school fallacy in development planning, drawing on research on schools in Ghana. That essay has been reprinted in numerous texts and remains frequently quoted in recent research literature. What were his main general insights about vocational education and how have these stood the test of time? Notes 1. 'Supply driven' is really a pejorative misnomer…
Teachers' Social Origins, Career Commitment During University, and Occupational Attitudes
This paper analyzes the responses of Norwegian academic-secondary teachers to questions about their social origins, about the extent to which the teachers developed a commitment to a career in teaching, while at the university, and about various aspects of their professional attitudes. Individuals of lower social origins are slightly more prone to develop an early commitment to teaching. Social origin and the strength of pedagogical commitment du…
Upper‐secondary Teachers in Norway: Organizational participation and its correlates
Teachers' Social Origins, Career Commitment During University, and Occupational Attitudes
This paper analyzes the responses of Norwegian academic-secondary teachers to questions about their social origins, about the extent to which the teachers developed a commitment to a career in teaching, while at the university, and about various aspects of their professional attitudes. Individuals of lower social origins are slightly more prone to develop an early commitment to teaching. Social origin and the strength of pedagogical commitment du…
Upper‐secondary Teachers in Norway: Organizational participation and its correlates
Rural Primary School Teachers as Potential Community Leaders? Contrasting Historical Cases in Western Countries
Concepts of ‘General Education’ and ‘Vocational Education’ Curricula for Post‐compulsory Schooling in Western Industrialised Countries: When shall the twain meet? [1]
[1] This paper was written as a contribution to the activity of OECD on Policies for Post‐Compulsory Education and Training under the Education Committee programme. The views expressed are those of the author and not necessarily those of OECD or of the national authorities in the United Kingdom
UPE and world Bank reports
Mass Schooling: A tool of capitalist domination
(1985). Mass Schooling: a tool of capitalist domination? Compare: A Journal of Comparative and International Education: Vol. 15, No. 1, pp. 21-27
Diversified secondary education in Kenya: The status of practical subjects, and effects on attitudes and destinations after school
The Control of Education
Factors Behind Decentralisation in Education Systems: A comparative perspective with special reference to Norway
(1990). Factors Behind Decentralisation in Education Systems: a comparative perspective with special reference to Norway. Compare: A Journal of Comparative and International Education: Vol. 20, No. 1, pp. 21-39
C. Arnold Anderson: An appreciation
(1991). C. Arnold Anderson: an appreciation. Comparative Education: Vol. 27, No. 1, pp. 5-5
Forms of Decentralisation and Their Implications for Education
The paper argues the case for disaggregating the concept of 'decentralisation', and presents a range of types which differ as to their rationale. Under the rubric of 'political' rationales there are: federalism, populist localism, participatory democracy, and liberalism. Under rationales that mainly concern quality and efficiency, there are: pedagogic professionalism, management by objectives, the market mechanism, and deconcentration. These diff…
Banking on education and the uses of research. A critique of: World Bank priorities and strategies for education
Working Harder to Make the Grade: Immigrant Youth in Norwegian Schools
How well do immigrant youths adapt to school? A national Norwegian survey of youth, amongst whom a small proportion had immigrant parents, is used to explore this issue. Those with a background from developing countries show more signs of strain, but they spend more time on homework than others and have more positive attitudes to school. After controls for social class, they perform on a level with others—except in the subject Norwegian. Diverse …
Revisiting the vocational school fallacy: A tribute to Philip Foster
More than four decades ago, Philip J. Foster (1927–2008) published an essay on the The vocational school fallacy in development planning, drawing on research on schools in Ghana. That essay has been reprinted in numerous texts and remains frequently quoted in recent research literature. What were his main general insights about vocational education and how have these stood the test of time? Notes 1. 'Supply driven' is really a pejorative misnomer…
Political socialization in the family and young people's educational achievement and ambition
Using data from a large‐scale survey of Norwegian youth, the study examines the relationships that the performance in key academic subjects and aiming for higher education have with political socialization at home. The more often adolescents aged 13–16 talk with parents about politics and social issues, the better their performance is and the more often they aim for higher education. These relationships survive controls for, inter alia, parental …
Does ethnic identification promote integration into the larger society? A study of youth in Oslo
This paper uses survey data from Oslo to examine whether strong ethnic identification helps or hinders the integration of adolescents from immigrant families into the larger Norwegian society. Dependent variables are openness to other ethnic groups than one’s own, educational achievement, and positive self-concept. The findings are generally positive for the integration of adolescents with immigrant parents in Oslo. In particular, ethnic identifi…
Sociology (15 works) · Political science (14 works) · Psychology (8 works) · Law (7 works) · Law (7 works) · Pedagogy (7 works) · Economic growth (6 works) · Education Systems and Policy (5 works) · Economics (4 works) · Global Education and Multiculturalism (4 works)