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 society's 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.

     

CREATIVE WRITING: FOSTERING VERBAL GIFTS IN YOUNG PEOPLE

In the context of German educational projects for gifted youth, an interdisciplinary model of identification and fostering of verbally gifted adolescents in an out of school course ("creative writing") was developed and carried out at Hamburg University from 1984 to 1990. The present paper offers an introduction to its main objectives and to the identification and selection process, the curriculum and the results of an evaluation, with concluding remarks on redefining the concept of giftedness.

     

UNDERACHIEVEMENT IN CULTURALLY DIFFERENT GIFTED CHILDREN

The paper examines issues related to underachievement in culturally different children. For a specific cultural group, the Canadian Inuit (Eskimo) people, the inappropriateness and inadequacy of the frequently used intelligence‐achievement discrepancy for identifying underachievement are demonstrated Approaches for assessing underachievement and giftedness in culturally different children, without reliance on standardized and inappropriately normed tests, are considered As well, a number of cognitive strategies programs are noted as having potential for remediation of learning difficulties in culturally different, underachieving, gifted children. The ultimate goal is identification of culturally different children, reduction or elimination of underachievement, and development of their full potential.

     

Meat processing company staff as innovation intermediaries: developing a framework from New Zealand’s red meat sector

Purpose: Meat processing companies have the potential to raise farm and sector productivity by directly working with farmers. This study assesses how commercial companies can undertake the roles of innovation intermediaries to increase productivity in New Zealand’s sheep and beef sector.

Design/methodology/approach: This study uses a case study approach from the red meat sector in New Zealand. The case study included the development of a trial agricultural extension system established by staff from meat processing companies acting as innovation intermediaries, providing opportunities for skill development and knowledge transfer for farmers. From the case study, a framework is developed which illustrates how company staff can undertake the role of an innovation intermediary.

Findings: (1) Meat processing company staff are able to successfully undertake the role of an innovation intermediary; (2) flexibility is necessary, as staff undertook each of the functions to different degrees depending on their existing skills and knowledge of agricultural extension and the time available within their current job; and (3) adaptability is important, as staff adapted the project to meet the needs of both farmers and their employer.

Practical implications: Balancing commercial and extension roles is challenging. The framework could assist companies to clarify how individual company staff could successfully undertake specific roles.

Theoretical implications: This paper discusses factors influencing which innovation intermediary roles and functions are optimally undertaken by staff within or outside a meat processing company.

Originality/value: Analysing the role of an innovation intermediary from the perspective of meat processing company staff balancing their extension and commercial role.     

Who Are The Mathematically Gifted?

Both scholars and lay persons have long debated and continue to debate the question of what makes giftedness. The type of student to whom we apply the label mathematically gifted has not always been clear. Many educators who provide leadership and adminster special programs are generalists who may lack awareness of the nature of mathematical knowledge, the role of content learning in mathematics, the nature of mathematical thinking, and the future mathematical needs of gifted students. Thus many existing programs for the gifted seem to reflect the need to “do something” rather than careful planning based on clear objectives.

This article examines the definition of mathematically gifted, discusses current practices within the field of special education for this population, and calls for an identification procedure which includes qualitative information concerning students' higher‐order reasoning skills.     

CREATION OF A CENTRE FOR INTERNATIONAL CO‐OPERATION AND SERVICES AT THE OPEN UNIVERSITY

During the late 1960s the United Kingdom was one of many countries which faced a potential educational crisis arising from a growing demand for post‐secondary education linked with inadequate resources for its conventional provision.

“Distance learning” techniques, providing an alternative form of study based on multi‐media methods outside formal educational systems, have emerged in response to this new demand.

Within the sector of higher education the Open University of the United Kingdom is one of the most comprehensive distance learning systems.

Many requests have been made to the University for information on distance education and for advice and assistance in establishing similar ventures elsewhere. In response to these developments the University Senate has created recently a Centre for International Co‐operation and Services (CICS).

We give below information on the main functions of this Centre within the framework of the Open University activities.     

Best-bet channels for integrated soil fertility management communication and dissemination along the agricultural product value-chain: a comparison of northern Ghana and western Kenya

Purpose: The aim of this paper is to comparatively assess the most suitable channels for dissemination of agricultural innovations along the entire information value chain.

Design/Methodology/Approach: We calculated information scores to measure channel preference from a randomly selected sample of farmers: 285 in Tamale, Ghana and 300 in Kakamega, Kenya. Using t-tests we compared the information score differences of different channels between farmers who adopted Integrated Soil Fertility Management and those who did not.

Findings: The highest information scores were observed for radio along the entire value chain for both locations. However, farmers in Tamale prefered interpersonal channels for processing information. Radio and farmer field days had the highest rankings for production information at both locations. Radio, workshops and interpersonal channels (traders and neighbours/friends/relatives) were best-bet channels for marketing and procesing information.

Practical implication: Extension agents should place more emphasis on channels such as radio, farmer field days, and workshops as they may offer more efficient delivery of information packages at all levels, whilst recognizing the central role of interpersonal channels.

Theoretical implication: The nexus between the uses and gratification, adoption, diffusion of innovations theories and the collaborative communication theory on one hand, and the agricultural product value chain framework on the other, is highlighted. Farmers’ preference for information channels is not predicated on the stage of the value chain.

Originality/Value: In the current context of weak agricultural knowledge and innovation systems in African agriculture, agricultural producers are poorly informed about the current innovations. This study furnishes empirical evidence on the best-bet information channels to be used by extension workers and change agents to disseminate and communicate system innovations.     

GIFTED ADOLESCENTS: AT RISK FOR SUICIDE

The high rate of suicide among adolescents is an ever present concern to those who work with troubled youth. It has commonly been thought that adolescents of high intellectual ability are sheltered from the everyday stresses that lead their peers to commit suicide. However, researchers are discovering that giftedness carries with it special stresses that may make the gifted adolescent vulnerable to emotional distress, leading to suicidal behaviour. This paper will investigate the exceptional vulnerabilities of the gifted adolescent, and show how the practitioner may recognize the warning signs in this population. In addition, recommendations will be made regarding prevention and intervention strategies.

     

A theoretical and instrumental framework for implementing change in ICT in education

This paper summarizes the development and practical testing of a theoretical framework for the identification of important factors in relation to the implementation of ICT into a UK secondary school. The approach is characterized by considering the process of implementing use of ICT across a whole school for teaching and learning as a special case of implementing change.

The theoretical framework was derived from reviewing and synthesizing the literature in the field of change management and that of ICT in schools. Using an interpretive approach, a single case study was the practical basis for undertaking research, guided but not constrained by the theoretical framework and finally mapping the case study findings against it.

This process enabled the possible contribution of the framework with regard to the implementation of ICT in schools, to be assessed, and its further development considered.     

FACTS AND TRENDS

In the framework of a joint CEPES/Institute of Education of the European Cultural Foundation project on the relations between non‐traditional forms of higher education and regional development, a Symposium was held in Bucharest from 23 to 25 May 1978

The purpose of the meeting was to analyse the main findings of nine national case studies which had been prepared in the framework of the project (Denmark, France, Federal Republic of Germany, Hungary, Ireland, Italy, Poland, Romania, United Kingdom) and to make suggestions regarding a synthesis study to be elaborated on that basis.

A preliminary draft of this study was presented as a working document to the Symposium. The main objectives of the meeting were, therefore, to facilitate an exchange of views and experience on the proposed topic and to identify the most significant data contained in the case studies which might be reflected in the synthesis study.

For information on the discussions of this meeting see page 36 in this issue.

The three following articles are based on the case studies on Hungary, Romania and Poland.     

Infantilism

The aim of this article is to define and operationalize the construct of infantilism.

The methods of theoretical research involve analysis and synthesis. Age and content criteria are analyzed for childhood and adulthood. Infantile traits in an adult are described.

Results. The characteristics of adult infantilism in the modern world are defined, taking into account increasing information flows and socio-economic changes. The concept of “infantilism” and its main features are defined as an organization of the personality that includes traits and behavioral models that are typical of one's earlier age periods and not appropriate to the person's actual age, which is most articulately manifested in emotional and volitional immaturity of an individual.

Scientific novelty. The main psychological characteristics of adulthood are described, including reflection, the desire to work and have a vocation, vocational self-determination, work skills, the desire for self-realization, and emotional and volitional maturity. Objective characteristics of adulthood are: transition to economic and territorial independence of the parental family, and development of new social roles, such as that of worker, spouse, and parent. Two possible operationalizations of the concept are identified: objective (existence/absence in a person’s life of objective criteria of adulthood) and subjective (self-report on the subjective feeling of existence/absence of the psychological characteristics of adulthood).

The practical significance of the work consists in formulation of an operationalization of “infantilism,” which at the moment has so many interpretations. Such operationalization is necessary for further analysis and research.     

NEUROPSYCHOLOGICAL TREATMENT OF HIGHLY GIFTED DYSLEXIC CHILDREN

The article reports on a single case study involving neuropsychological treatment of a highly gifted dyslexic boy. First the relationship between cerebral lateralization and reading (dis)ability is outlined. Remedial perspectives for weak readers on the basis of the amenability of hemispheric control by external factors are illustrated with this case. The experimental phases, method, materials and design of the treatment, as well as the result of pre‐ and posttesting, including a pre‐ and post‐BEAM, are reported. One of the results discussed is that the neuropsychological changes during the treatment period appear to parallel, to a large extent, improvement in reading strategy and level.

     

NEEDED RESEARCH AND DEVELOPMENT IN EDUCATING HIGH ABILITY CHILDREN

Serious research on the gifted began some 70 years ago with the Terman studies, and has intensified in the last decade or so. Since many decisions on identification, education and counseling depend on the underlying conception of giftedness, a fruitful area of research involves the validity of various concepts. Research is also needed to ascertain the effectiveness of identification procedures, to determine what kinds of educational and socialization opportunities are needed to transform potential into performance, and better to identify and nurture giftedness in populations which are traditionally underrepresented. We need to understand better how affective characteristics can be nurtured, as well as the influence of family and community on talent development and ways of achieving the twin goals of equity and excellence.

     

Networked learning for agricultural extension: a framework for analysis and two cases

Purpose: This paper presents economic and pedagogical motivations for adopting information and communications technology (ICT)-mediated learning networks in agricultural education and extension. It proposes a framework for networked learning in agricultural extension and contributes a theoretical and case-based rationale for adopting the networked learning paradigm.

Design/methodology/approach: A review of the literature highlights the economic and pedagogical need for adopting a networked learning approach. Two examples are described to instantiate the language for learning networks: a small community of farmers in India and large Twitter community of Australian farmers.

Findings: This paper reviews evidence that successful networked learning interventions are already occurring within agricultural extension. It provides a framework for describing these interventions and for helping future designers of learning networks in agricultural extension.

Practical implication: Facilitation of learning networks can serve to achieve efficient agricultural extension that connects farmers across distances for constructivist learning. To realize these benefits, designers of learning networks need to consider set design, social design and epistemic design.

Theoretical implication: This paper contributes a theoretical framework for designing, implementing and analysing learning networks in agriculture. It does this by integrating existing ideas from networked learning and applying them to the agricultural context through examples.

Originality/value: This paper contributes an understanding of the value of networked learning for extension in terms of economic and pedagogical benefits. It provides a language for talking about learning networks that is useful for future researchers and for practitioners.     

Recruitment of Students to Universities of Technology in Finland

In Finland, the 1990s will mean that student selection for universities of technology will face two paradoxical problems.

On the one had, large numbers of school leavers will be applying for admission to universities, while on the other, the recruitment base of some institutions of higher education will be getting narrower. The universities of technology and the faculties of science fall into this group.

Traditionally, large numbers of highly gifted pupils have applied for places to read science and technology. The increasing demand for graduate engineers, however, means that the intake has been enlarged, while at the same time there are insufficient pupils leaving school with a high enough level of proficiency in mathematics and science.

In order to solve the problem, those involved in university selection have had to consider ways of ensuring a gifted intake in the 1990s with sufficient and varied talents. First, the universities of technology are trying to influence the education system to increase the amount of science teaching in the final school years. Secondly, correct and positive information should be publicised on the possibilities technology has of solving the problems of people and the environment in order to encourage interest in the sciences. Thirdly, new recruitment channels should be created in order to exploit untapped reserves of talent for the benefit of technological studies. With this in mind, the interest of women in science should be particularly encouraged.     

10th CONFERENCE OF THE MINISTERS OF HIGHER EDUCATION OF SOCIALIST COUNTRIES

The 10th Conference of the Ministers of Higher Education of Socialist Countries was held in Moscow from 16 to 18 November 1976. The 8th and 9th conferences were held in Ulan‐Bator (Mongolia) from 12 to 14 September 1973, and in Havana (Cuba) from 19 to 22 November 1974 respectively.

Ten countries ‐ Bulgaria, Cuba, Czechoslovakia, German Democratic Republic, Hungary, Mongolia, Poland, Romania, USSR and Vietnam participated in the work of the Conference.

The forthcoming issue of the international journal of the socialist countries Sovremiennaja Vysza Shkola (Contemporary Higher Education) published in Warsaw will be devoted to the works of this Conference.

We give below information on the main problems discussed during this meeting.     

INTELLECTUAL ABILITIES AND THE USE OF METAPHORS IN SOLVING PROBLEMS

Little is known about the use of metaphors in problem solving. In this study, a group of 20 year olds attempted to solve problems with the help of different kinds of metaphors (apt vs. nonapt; remote vs. literal). Different kinds of metaphors were valuable for different aspects of problem solving and for people of differing levels of creativity, but the use of metaphor did not depend on level of intelligence. Literal metaphors did not impede creative thinking, as long as they were apt.

     

Reconstructing Early Childhood Development Services in South Africa: From apartheid to democracy

A miracle has occurred in South Africa. A country bent on self‐destruction changed course over the past 5 years and achieved an extraordinary reconcilliation amongst its diverse people. The process of democratization and liberation has brought freedom to millions of South Africans previously governed by racial separation. The reconstruction and development of the nation is led by President Nelson Mandela.

Our youngest children have not been untouched by this. For the first time in our history there is a political commitment to serve young children and to provide resources for this.

Supported by intense research and investigation, and a sector deeply committed to improving conditions for young children, their families and communities, a comprehensive national policy and training framework for early childhood education and care has been developed.

This article begins by setting the context for early childhood education and care in South Africa. The article focuses on the principles which direct programme and service delivery, the development of a training framework, the role of lobbying and advocacy networks, strategies for improving the quality and increasing quantity of provision, and the role of non‐governmental organisations in service delivery.