Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the Dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5476 students from 125 elementary schools in Serbia and 5021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement was comprised from students' TIMSS 2011 scores and national examination results, respectively. Data was analyzed using multilevel modeling. The results indicate that teacher factors from the Dynamic model did not impact student achievement in mathematics and biology, but that they influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.

The paper deals with problems faced by children with special needs and the perspectives for their development. The research on the environment in which children with special needs live testify to what extent the community provides for their development. Since the environment is not encouraging obstacles are numerous, often detrimental due to prejudice, stereotypes and negative attitudes. However, our research data show that organized activities in the process of inclusive education significantly contribute to the changes in attitudes towards children with special needs, which creates favorable conditions for quality in education and overall development. Changing attitudes concerning children with special needs and creating conditions for discovering their preserved potential, through the interaction with other children, are the basis for their further development and, to the extent to which they are capable of it, training for future independent life. The paper suggests that inclusive education is a possible solution for the children with special needs and the way to stimulate and improve their development

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The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents

Knowledge about educational change teaches us that educational reform is a complex and multidimensional enterprise with an uncertain outcome. Besides the existence of a clear education development strategy, one of the most important factors of success of reform initiatives is responsible change management. This paper provides an overview of Fullan’s theoretical assumptions and research data on the key principles of effective change management and the roles of stakeholders in the process of change development, planning and implementation. Reform processes in Serbia in the field of education, which took place during the previous decade, are observed through the prism of Fullan’s assumptions and findings on the responsible management of educational change. It is presumed that the lack of success of educational reforms in our country stemmed from the lack of knowledge about educational change and inadequate management of reform processes, which had a negative effect on the efficiency of reform implementation and motivation of key stakeholders in those changes. For successful creation of future educational policies and change implementation in our country, it is vital to count in the “voice” of practice, to join forces and potentials of employees in the relevant institutions and schools, in order to decrease risks and increase the possibilities for accepting change in practice. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralaštva u obrazovanju do novih uloga i identiteta u društvu i br. 47008: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije