School standards and the educational objectives of Great Britain's schools for students up to age 16 are the major focus of this speech. Changes needed in the curriculum and in the 16+ examination system to achieve higher academic standards are examined. How to keep high-quality teachers is also discussed. (RM)

Four comments are made on the speech given by the British Secretary of State for Education and Science in which he urged that changes be made in the curriculum and in the 16+ examination system in order to achieve higher school standards. (RM)

It is not always clear which interests or activities are designated by the term "aesthetic education." The term may be construed in ways which can be potentially harmful, in a practical sense, to educational policy. (RM)

To help students make sense of reality and perhaps improve it, schools must provide a liberal arts-oriented curriculum which builds up a subtle conceptual repertoire with regards to human relationships, the nature and purpose of society, life, and death. (RM)

William Labov says that the linguistics deficit theory is incorrect. He interviewed Larry, who speaks nonstandard Negro English (NNE), and Charles, a speaker of standard English, and concluded that NNE is clear, concise, and logical and that standard English is mainly characterized by its verbosity. This article critiques that interview. (RM)

Studies have shown that intimate interpersonal relationships are governed by certain general rules, or shared expectations about what is and what is not appropriate to the relationship. A survey of K-12 teachers in Great Britain revealed that these general rules of conduct are also critical in the teacher-pupil relationship. (RM)

Data from empirical research of the early mother-child relationship show that the pedagogical relationship is a special one, connected with social and socio-cultural conditions, but distinguished by its specific characteristics from all other human relations. It is defined as the conceptual framework that makes human development possible. (RM)

A review of research and case studies concerning how the size and type of an institution of higher education affect academic achievement and affective development showed that size should not be seen as an independent variable having any direct impact on institutional outcomes. (RM)

Why U.S. bilingual education programs have failed to gain legitimacy is examined. A brief discussion of bilingual education in Wales supports the argument that the legitimacy of bilingual teaching within the education system itself and support from local parents and teachers are more important for its survival than public support. (RM)

Summarizes the proposed New International Economic Order, tracing its origins and interpretations. Examines options available for different groups of developing countries and for certain industrialized states and explores avenues for furthering common interests, countering hidden biases, and avoiding conflicts. (RH)

Provides an account of the conception of the New International Economic Order by the Argentinian economist Raul Prebisch and, in five areas of discussion, attempts to disentangle legitimate differences of opinion from ideological controversy. (RH)

Compares the economic conditions, potential, and problems of the socialist European states of the Comecon group with similar aspects of states having capitalist economies. (RH)

Identifies two key ideas of the proposed New International Economic Order: (1) greater equality in the distribution of incomes, both nationally and internationally; and (2) more intervention to achieve income equality, both by national governments and international agencies. (Author/RH)

Briefly indicates two ways the New International Economic Order may be detrimental to future educational development. (RH)

Clarifies the concept of development, briefly discussing three historical periods of development education. Contrasts "split-knowledge" and "holistic" paradigms of modern science. (RH)