Vladimir Kolesarić

THE EFFECT OF IDENTIFICATION AND DIFFERENTIAL TREATMENT OF GIFTED ELEMENTARY SCHOOL PUPILS

Within the framework of a comprehensive research project entitled “The effects of identification and specific treatment of gifted pupils”, this paper deals with the problem of the effects of such a procedure on the attitudes of pupils, their parents, and teachers regarding giftedness and gifted individuals. Attention was mainly directed towards the effects of identification on the development of personality characteristics of the gifted pupils, on relations between gifted and other pupils, on the characteristics of teachers necessary for work with the gifted, on the controversy about separation of the gifted into special classes or schools, and on societys obligations to the gifted. The results of this two year follow‐up study are based on a comparison of the data from the initial and the final surveys of an experimental and a control group of subjects. 1 This paper is based on a lecture held at the IXth World Conference on Gifted and Talented Children (The Hague, 1991).

THE MEANING AND IMPORTANCE OF CULTURALLY DETERMINED IMPLICIT VALUES FOR THE INTERNATIONALIZATION OF EDUCATION

As international mobility increases not only for students and teachers but also for other categories of professionals, thus ceasing to be the reserved purview of a small sophisticated elite, the need to predict in advance the cultural adaptability of large numbers of average candidates becomes increasingly important. After a short description of what culturally determined implicit values are and how they are formed and articulated, the authors describe a survey instrument which they developed for measuring culturally determined implicit value differences among selected groups of students of different nationalities and present some of the tentative conclusions which it enabled them to reach.