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Lauglo, Jon; Liu, Fengshu – Comparative Education Review, 2019
Adolescent girls more often than boys expect higher education in nearly all 50 education systems in TIMSS 2011, before and after controls for effects of educational achievement, education-conducive family resources, and "liking school." At a macrolevel, this gender disparity is moderately correlated with the gender disparity in…
Descriptors: Higher Education, Academic Achievement, Gender Differences, Sex Fairness
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Lauglo, Jon – Comparative Education Review, 2016
This study uses comparative data to examine the impact of political socialization in the home on adolescents' expectations of university participation. The first part of the study is an international partial replication of design and findings of an earlier Norwegian study published in 2011. It examines, in socioculturally diverse countries, the…
Descriptors: Political Attitudes, Socialization, Gender Differences, Socioeconomic Status
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Lauglo, Jon – Comparative Education Review, 1992
Criticizes a World Bank policy paper that views private-industry provision of vocational education as an ideal toward which all countries should move, while ignoring the need for relativism in policy formation. Discusses flexibility in delivery of training, importance of general education, relevance of prevocational education, and equity issues.…
Descriptors: Developing Nations, Education Work Relationship, Educational Policy, Elementary Secondary Education
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Lauglo, Jon – Comparative Education Review, 1995
Examines the influence of Norwegian populism, with its emphasis on rural roots and community values, on the development of Norwegian education. Discusses populist traits in Norwegian society and populist educational features: strong common school, weak academic tradition, use of New Norse vernacular, importance of informal learning at home,…
Descriptors: Cultural Traits, Decentralization, Educational Development, Educational History
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Lauglo, Jon – Comparative Education Review, 1976
Investigates the effects of certain aspects of the school context upon the attitudes of teachers, using data from a survey of Norwegian upper-secondary teachers. Specifically, the influence of the teacher's principal, his colleagues, the age composition of the school staff, school size, and the achievement level and social origin of students are…
Descriptors: Comparative Education, Data Collection, Educational Environment, Educational Trends