This paper presents the Mann-Whitney U Test statistical technique used in statistics to examine differences between two independent groups on a continuous scale. This test is a non-parametric alternative to the t-test for independent samples. Unlike the t-test which compares mean values between two groups, Mann-Whitney U Test compares their median. In researches of the professional development of teachers of primary schools, the most commonly used criterion variables were gender (male, female), education (college, university), occupation (class teacher/ subject teacher) and school environment (urban, rural). It is noticeable that these variables are characterized by the existence of two independent groups, which is one of the preconditions for the implementation of the Mann-Whitney U Test. In order to better understand the Mann-Whitney U Test statistical technique, it is presented in the example of practical application within the statistical program SPSS. Its application includes data processing, calculating the median of each group, interpretation of research results, and establishment of the amount of influence among the crossed variables.

Th e paper examines the contribution of learning with the help of digital media to the quality of students' knowledge when getting acquainted with the basics of musical literacy in the teaching of Music Education in lower primary school grades (school year 2013/14, a sample of 78 fourth grade students from Serbia E = 39; C = 39). Th e research results have shown that the students from the experimental group (M = 4.05; SD = .972) achieved better results in musical literacy in the fi nal test by learning with the help of digital media, for this kind of work compared to the students from the control group (M = 3.15, SD = 1.309), who learned in the traditional way: t (78) = -3.438; average diff erence = -0.897; 95% CI: from -1.418 to -0.377; η = 0.134.

Achieving the objectives and tasks of religious... least not completely. To achieve this, it would be nice that instead of religious education in Schools introduce the history of religion. This would be clearly studied the basic principles of each religion. Classes would be performed by teachers who are competent to do so. And priests in the instruction was occasionally involved in a religious capacity as assistants. This would avoid that this study leaves the framework of religion and religiosity, which go into the teaching of religion in conditions and under circumstances in which they performed in schools quite possible. A possible would seem that religious education can attend all children, regardless of background, race or religion. These issues will be discussed in this paper.

After the industrial revolution seen as a modernization process, globalization has caused the greatest ideological-theoretical controversies. It is an objective and spontaneous process on the planet-wise scale, which covers a wide spectre of economic, political and cultural tendencies in the contemporary world. The consequences of the globalization are numerous. One of them is the Bologna Declaration which has initiated a thorough reform of the higher education in all countries of Europe. At the same time, the school reform at all levels has been continued, which in fact is not only a change of the schooling system, but also the replacement of the old, currently existing schools with schools featuring a new teaching organization, i.e. schools and classrooms of the 21 st century. A significant place in these schools has been given to the inclusive education which foresees inclusion of children with special educational needs (i.e. individuals with minor development difficulties, as well as the gifted and other pupils, into all aspects of educational activities, lectures, extra-curricular, socially useful and cultural-public activities, in accordance with their individual potentials (cognitive, co native, social-moral, affective and psycho-motor) and the highest expected results of learning, creativity and teaching. Firstly, the inclusive education is significant both for children with learning difficulties and for the participation of their parents, as well as for children with normal development and their parents. It is also significant for the school itself, for the teachers and social environment within which the school operates. Secondly, up-to-date researches have indicated that the inclusive education has neither too great nor too significant contribution. On the other hand, its educational effectiveness is yet to be reviewed. The research in this study has been based on these assumptions. The Scale-SNOSIOKPG has comprised 157 teachers of class and subject teaching in the primary schools of the City of Nis. The data analyzed by factor analyses, t-test and variable analyses have shown a greater level of inclusiveness with class teachers than with subject teachers.

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