Page 140 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 140
uška Željeznov Seničar and Borut Seničar
the comparative approach (13.28), the holistic approach (11.62), the ‘not
labelling’ approach (10.37), the intellectual approach (9.96) and the egal-
itarian approach (9.96). There are differences between the two countries.
A higher percentage of Slovenian teachers took an intellectual approach to
giftedness and a higher percentage of Croatian teachers took a holistic ap-
proach to giftedness.
Perception of Giftedness and Intergenerational Differences
Kindergartens contain teachers from at least three generations. Each genera-
tion is characterised by different values and attitudes to work, schooling and
education.
Several differences can be perceived in both countries:
– The percentage of Generation X members taking the ‘not labelling’ ap-
proach is higher than the average for this category;
– The percentage of Generation X members taking the intellectual ap-
proach is higher than the average for this category;
– The percentage of Generation Y members taking the comparative ap-
proach is higher than the average for this category;
– The percentage of Generation Y members taking the intellectual ap-
proach is lower than the average for this category.
A comparison between the two countries addressed in the study shows
that:
– The percentage of Generation X members taking the ‘not labelling’ ap-
proach is higher in Croatia than in Slovenia;
– The percentage of Baby Boomers taking the egalitarian approach is
higher in Croatia than in Slovenia;
– The percentage of Generation X members taking the intellectual ap-
proach is higher in Slovenia than in Croatia;
– The percentage of Generation Y members taking the qualitative ap-
proach is higher in Croatia than in Slovenia.
There are generational differences in the perception of giftedness within
countries as well.
Slovenia:
– The percentage of Generation Y members taking the egalitarian ap-
proach is higher than other generations;
138
the comparative approach (13.28), the holistic approach (11.62), the ‘not
labelling’ approach (10.37), the intellectual approach (9.96) and the egal-
itarian approach (9.96). There are differences between the two countries.
A higher percentage of Slovenian teachers took an intellectual approach to
giftedness and a higher percentage of Croatian teachers took a holistic ap-
proach to giftedness.
Perception of Giftedness and Intergenerational Differences
Kindergartens contain teachers from at least three generations. Each genera-
tion is characterised by different values and attitudes to work, schooling and
education.
Several differences can be perceived in both countries:
– The percentage of Generation X members taking the ‘not labelling’ ap-
proach is higher than the average for this category;
– The percentage of Generation X members taking the intellectual ap-
proach is higher than the average for this category;
– The percentage of Generation Y members taking the comparative ap-
proach is higher than the average for this category;
– The percentage of Generation Y members taking the intellectual ap-
proach is lower than the average for this category.
A comparison between the two countries addressed in the study shows
that:
– The percentage of Generation X members taking the ‘not labelling’ ap-
proach is higher in Croatia than in Slovenia;
– The percentage of Baby Boomers taking the egalitarian approach is
higher in Croatia than in Slovenia;
– The percentage of Generation X members taking the intellectual ap-
proach is higher in Slovenia than in Croatia;
– The percentage of Generation Y members taking the qualitative ap-
proach is higher in Croatia than in Slovenia.
There are generational differences in the perception of giftedness within
countries as well.
Slovenia:
– The percentage of Generation Y members taking the egalitarian ap-
proach is higher than other generations;
138
