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At the beginning of the new century, education of students faces an ambitious task, namely to realize the vision in which an individuals and institutions, all around the world, appreciate learning, not only as means of accomplishing an aim, but as an aim itself. To pursue the realization of that aim, Department for Educational and Psychological Training at Faculty of Arts in Osijek, has organized an international scientific seminar on Modern Teaching. Teaching is the central topic of the seminar, with emphasis on communication in teaching process, different approaches to the lesson plans, lesson realization and lesson evaluation. All aspects of educational system have been taken into consideration: pre-school education, primary school, secondary school and undergraduate university education. Partly, the works presented here have been directed towards theoretical analysis, and partly towards empirical approach. Collected papers give a survey on a nine-year primary school system in The Republic of Slovenia, as well as a comment on the changes that were brought along by the new educational system in Slovenia. This Collection of papers (further in the text--Collection) also deals with the issues of students' satisfaction with their studies and students' study interests. There is also a mention of the influence of constructivism, a scientific approach in pedagogy, on education of pre-school teachers. Communication in teaching process has been examined, as well as the realistic situation in primary schools. Modern education requires students' active participation in the educational process, and Collection attempts to present the realistic situation in our schools. Theory and practice in teachers' education have also been presented here. Collection points to the necessity of a practical training in the education of future teachers and to the importance of keeping the pace with modern trends in their education. Modern teaching includes all factors of education; therefore Collection examines the importance of cooperation between parents and teachers. What is also stressed here is the irreplaceable role of teachers and parents in the upbringing process. Children's rights are foundation of modern teaching, and they have become one of the everyday-school problems. One of the tasks of the modern education is to develop intercultural awareness, tolerance and prevention of discrimination, stereotypes and prejudices. Modern teaching brings along different changes and challenges, and Collection demonstrates how it influences children's value system. Another important issue mentioned in Collection is the necessity of setting precise evaluation standards for all aspects of educational activities. Teaching mathematics, as well as other natural sciences, particularly requires the modernization of education of its teachers and introduction of the new teaching technologies. Art education is still an important part of education. The influence of gender in development of artistic skills has been also presented here. Papers include: (1) Teaching in a Nine-Year Primary School in the Republic of Slovenia (Milena Ivanus Grmek); (2) Students' Study Interests and Satisfaction with Study (Marko Palekcic and Izabela Soric); (3) Constructivism and Education of Pre-School Teachers (Nada Babic and Stanislava Irovic); (4) Teaching as a (Non-)Mutual Process (Adelka Peko and Marija Sablic); (5) Paradoxes in Teaching and Learning: Synthesis of Theoretical Knowledge, Practical Experience and Personal Reflection (Marija Bratanic); (6) Teachers and Parents as Promoters of Learning and Responsible Behavior in Children (Sofija Vrcelj and Jasminka Zlokovic); (7) Cooperation Between Parents and School (Vesnica Mlinarevic and Edita Boric); (8) Contemporary Teaching and Teaching Values (Emerik Munjiza and Blanka Skender); (9) Contemporary Teaching: Intercultural Paradigms (Neven Hrvatic); (10) Precise Evaluation Standards--Conditions for Successful Teaching (Edita Boric and Andelka Peko); (11) Initial Natural Science and the Use of Contemporary Educational Technology (Samo Fosnaric); (12) Teachers' Contribution to the Modernization of Teaching Mathematics (Margita Pavlekovic and Zdenka Kolar-Begovic); (13) The Role of Gender in the Innovative Approach to the Evaluation of Fine Arts in the Primary School (Matjaz Duh); (14) Art Education: About Students' Spacial Experience in Contemporary Visual Media World (Beatriz Tomsic-Cerke); (15) Didactic Foundations for Visual Art Education (Tonka Tacol); and (16) Effectiveness of Different Methods in Developing the Feeling for Common Meters (Janja Crcinovic Rozman). (Individual papers contain tables, graphs, and references.) [This proceedings was published by the University Josip Juraj Strossmayer in Osijek, Faculty of Philosophy in Osijek. Abstract modified to meet ERIC guidelines.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.

Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot take full responsibility for suppressing racism and promoting intercultural competencies, but it is important in facilitating the development of students' intercultural competencies, skills, attitudes, values and knowledge. Education which is aimed at only one culture is more and more undesirable and unfamiliar to today's students. It is important that the transformation of the education system, in addition to a series of plural democratic demands, pays much more attention precisely to cultural sensitivity that will meet the educational needs of every individual, and as an educational effect among young people, develop respect, appreciation and a positive attitude towards differences, education for diversity. The immediate implications of the new approaches to pedagogy are also reflected in the implementation level, national curriculum and the implementation in (school) practice: encouraging team work in the classrooms (cooperative approach), adopting European values, education for solidarity, empowering the personality and self-esteem of students, developing motivation for learning (changes in the way of work), (co)construction of the school curriculum, and towards the intercultural school community. The need for changes in traditional schools stems from the creation of a new paradigm: towards viewing life and the world from multiple directions and philosophical views, where the educational way of thinking changes as well as the structure of the school, from (pre)enhanced cognitive, towards social relations, democratic participation, the acquisition of competences, collaborative learning and solidarity. School can significantly influence, through intercultural curriculum, the formation of intercultural attitudes and preparation of students for mutual and equal relations. Therefore, the importance of indirect impacts hidden curriculum which is reflected in the organization, the social structure of students, school culture, relations between teachers and students, teaching methods, extracurricular activities of students is unquestionable. It is meetings of researchers and teachers from different backgrounds and countries, and in these conferences in the field of interculturalism that allow the exchange of educational experiences in learning and understanding of intercultural relations in different countries and have a significant, not only informative, but also educational value. The conference was very fruitful and stimulating with the conclusion that with such small steps we actually made a decisive step towards improving the position of Roma in education. Generally, investment in human capital is one of the most important foundations of the sustainable development of human beings, and their individual growth and development as well as investment in human society as a whole. Therefore, the sustaining of diversity and global exchange of goods represents one of the greatest challenges that humanity faces today, the solution of which depends largely on the principles governing the relationships between individuals in a society--what was promoted within the framework of all activities of the Project RO-ufos-luna-MI and presented in the context of scientific and professional papers of the conference. The Faculty of Education in Osijek, together with its partner, the Association of Roma Friendship Luna from Beli Manastir, has launched a project titled "The Improvement of the Position of Roma Children in Education in Baranja Region" (RO-ufos-luna-MI) in order to contribute to raising awareness of the importance of creating an intercultural atmosphere in the community. The associates on the project are the Osijek Branch Office of the Teacher Training Agency, the Dr Franjo Tudman primary school, and Cvrcak nursery school from Beli Manastir. The contracting authority is the Agency for Vocational Education and Training and Adult Education. The project is cofinanced by the European Union. Papers included in this document include: (1) Intercultural Approach to Education of Members of the Roma Minority (Vesna Bedekovic); (2) Dialogue--a Tool for Overcoming Segregation (Christiane Seehausen); (3) The Possibilities of Improving the Position of Roma Children in Education (Josip Ivanovic); (4) Education for Dialogue and Coexistence in Pluralism (Antun Šundalic); (5) Opportunities for the Development of Teachers' Competences for Working with Roma Children (Vesnica Mlinarevic and Maja Brust Nemet); (6) Roma Parents and Children on Education--a Sociological Analysis "They have to finish school because the rules are strongly changing with us, too." (Željko Boneta, Melita Pergar, and Željka Ivkovic); (7) The Connection of the Tradition of Roma Family with the Inclusion in Life and Work of Educational Institutions (Maja Brust Nemet and Duško Kostic); (8) Attitudes of Teachers on the Roma in Education (Vesnica Mlinarevic, Ana Kurtovic, and Nikolina Svalina); (9) The Vicious Circle of the Roma Educational Progress (Svjetlana Maric, Željko Popovic, and Irella Bogut); (10) The Bayashi Language and Identity--Commodification and Objectification Practices in Education: a Case Study (Klara Bilic Meštric); (11) Analysis of the Attitudes of Teachers and their Impact on Intercultural Education (Ivana Šustek); (12) The Textbook--a Resource for Teaching and Learning about Differences (Lidija Bakota, Andelka Peko, and Rahaela Varga); (13) The Roma Genocide, Appendix to the Civic Education Class (Hrvoje Volner); (14) The Enrichment of Future Teachers' Pre-service School Practice through Volunteer Work in the Educational System (Željko Racki, Ranka Jindra, Matea Mikulic, and Marija Sablic); (15) Roma Music in Teaching Music Education (Amir Begic); (16) Intercultural Education of Music in the First Four Years of Grade School (Jasna Šulentic Begic); (17) A Practical Example--the Implementation of the Pilot Project of Roma Education in the Primary School "Dr. Franjo Tudman" (Melita Lesic); (18) School is oh-so-Good (Vladimir Popovic); (19) The Importance of the Half-Day Stay in Upbringing and Education of Roma (Dajana Babli); (20) Band Playing Music as a Means of Integration of Roma Nationality (Sanja Nuhanovic); and (21) Music as a Means of Education for Roma Children (Ana Popovic). [This document is presented in both English and Croatian. Individual papers contain references.]

The democratic changes that occurred in Croatia within last two decades are oriented towards European values and multi-intercultural perspectives. Let us remember that, according to the census from 1991, Croatia was inhabited with people from 27 nations, with Croats being a majority. During the Homeland war, basically a defensive war against the Serbo-Montenegrian forces, and especially after the war, the demographics changed. War consequences were especially severe for the young population. Official data from 1992 show that, out of 496,000 pupils, many were forced to leave their homes. Among registered refugees in Croatia, 20% were preschool children, and 35% were primary and secondary school pupils. In today's Croatia there are many members of other nations, all of whom have their distinctive national, religious and cultural characteristics. According to the aforementioned facts, Croatia has an obligation to develop fruitful relations, based on democratic principles, between major national groups and other groups, according to the best standards. Since the primary target of interculturalism is to teach young people about their national identity, while at the same time teaching them to respect differences, Education for Interculturalism wishes to present one of the ways to find adequate solutions for multicultural societies to adopt principles of cultural pluralism. Education for Interculturalism not only promotes dialogue and constructive coexistence among individuals belonging to different cultures, but is also a place where experiences are exchanged, and where intercultural programs of various faculties, schools and NGOs are presented. It emphasizes the importance for future teachers to possess intercultural competences and provides directives for teachers' work in regard to international processes and interculturality of communities they work in. The first part of Education for Interculturalism presents how the concept of intercultural education is becoming a part of modern science and art, as well as everyday life. Public institutions, educational organizations, religious communities, NGOs and media all play a significant role in the development of interculturalism. Interculturalism is not a self-growing phenomenon; it must be fostered, both in theory and in practice. We expect from interculturalism and education to contribute to the development of democracy, to protection of human rights and basic freedoms, to improve understanding between nations and countries, and generally, to help bring around freedom and peace. Installing the basic principle of intercultural education in school work requires teachers to adopt new competences. These competences, just like many others, can be learned, practiced and then fostered throughout the life. In this Paper special section concerns works that point out possible approaches to fostering intercultural dialogue. Efforts have been made to explore how autobiographic writing can, through classroom intervention, be used as a way of facing the complex situation when there are classmates who clash over their different backgrounds. If we provide classroom activities for children and adults which can encourage them to share their stories with the others, not only do we facilitate intercultural learning, but we also offer a "stimulating mirror", which positively reflects a child's background. This forms a basis for the intercultural dialogue. The second part of the Paper is focused on educational processes. The process of internalization of education has direct consequences on the idea of the school and the teacher. Through interaction of different theories of education, new philosophy of education was derived, together with new education policies that promote intercultural education. The result is that new expectations are placed before schools. We expect the school to help develop intercultural competences among pupils, as well as to empower them to promote their own culture through establishing intercultural communication on all levels. Today we see that the school should specifically focus on improving communication atmosphere in school and help pupils face intercultural challenges placed before them. Learning over the Internet is one of the ways. Since there are no boundaries on the Internet, it is a place where cultures meet and interact. The question that third part of Paper addresses is: how to help pupils with basic, cultural and language differences in class? Intercultural education is connected to the policy of multilingualism of the European Union. Multilingualism is fundamental to democratic functioning of the European Union, as it is a prerequisite for transparent relation between nations and inclusion of citizens in communication with institutions. As the lack of linguistic competences is a frequent obstacle to the establishing of intercultural dialogue--intercultural approach assumes understanding of the importance and the role of language, especially of the language of minority groups. The use of mother tongue significantly helps pupils in developing sense of security, self-respect and self-esteem. The fourth section of Paper deals with questions the relations between minority groups and interculturalism. The minority issues are a very sensitive place in our part of Europe. Ethnic minorities are often deprived of full political, social and economic equality in comparison to major ethnic group. That can result in feeling of being separated and excluded among children belonging to minority group. This often, in turn, results in maladjustment to school and in bad marks. Especially vulnerable minority is Roma. Roma people are the poorest national minority not only in Croatia, but also in majority of surrounding countries like Serbia, Hungary, Bulgaria, and thus requiring special attention. Most of the children belonging to Roma population quit school before they reach fourth grade. Teachers working with children belonging to Roma people do not know, nor understand enough of their culture, because during their academic education they did not acquire any knowledge about Roma people. These same teachers are recognized in their school communities as those whose pupils obtain lowest educational success. The unsuccessfulness of the class is most often understood as the result of educational (in)abilities of Roma children. These educational (in)abilities are, in turn, linked to the communities Roma children are brought up in, characteristics of Roma families, and these explanations leave their teachers feeling powerless and unmotivated. Inclusion of Roma children in education, as well as their survival in educational system, will only be possible if schools make themselves more sensitive towards interculturality and recognize specific needs of Roma children. Fifth and the last part of the Paper covers the topic of special program of education. Music culture is a specific subject where children learn about their own culture and develop their own cultural identity, but also learn about cultures of others. Music, as a form of universal language, can be used in overcoming intercultural differences. In present global society, intercultural education can solve many issues dealing with coexistence between various groups. This field of study presents also a great pedagogical challenge. Intercultural education should empower people to be able to establish relations with member of any ethnic/cultural group. It should help people widen their range of cultural references and experience various cultural characteristics in their surroundings. Only if this philosophy becomes a fundament of modern education can we talk about the role of the school in the promotion of coexistence, cooperation and cultural interaction. Looking for possible solutions to incorporate intercultural contents in the education system, our main task is to focus on the education of youth. It is important to emphasize that all participants in educational process share the responsibility for introducing intercultural topics in education on all levels. Intercultural contents must systematically become a part of education on all levels, through modern teaching methods. Thus, our children will become a functional and valuable part of multicultural communities they live in and the world around them. Papers in this document include: (1) The Principles of Education for Interculturalism (Josip Ivanovic); (2) Intercultural Education and Educational Integration in Bulgaria--Past and Present (Yanka Totseva); (3) Internationalisation of Educational Leadership Higher Education--Barriers and Challenges in the Expansion of a Leadership Centre in Higher Education in the United Kingdom (Domini Bingham); (4) International Programs in Schools and Their Contribution to the Psychological and Social Development of Pupils With Special Focus on Their Importance During a Socio-Economic Crisis (Verica Jovanovski and Maja Horonitz); (5) Teacher Preparation Issues About Intercultural Education (Tatjana Atanasoska and Dean Iliev); (6) Promoting Intercultural Activities Through Online Environments (Ana Mirkovic Moguš and Oksana Prosvirnina); (7) Education for Interculturalism--In Medias Res (Marija Sablic, Alma Škugor, and Edina Malkic); (8) Learning to Listen Actively (An Example from Intercultural Community) (Ranka Jindra, Andelka Peko, and Rahaela Varga); (9) Negotiating Conflicting Identities in London Classrooms: Work in Progress (Dina Mehmedbegovic); (10) Intercultural Competence of Teachers in Primary Schools (Ines Bijelic); (11) Do Future Teachers Possess Intercultural Competencies to Work in Extra-Curricular Activities (Vesnica Mlinarevic and Maja Brust Nemet); (12) Interculturalism in Teaching (Snježana Kragulj and Renata Jukic); (13) Gender Equality in Science Textbooks (Edita Boric, Ivana Perkovic, and Renata Hostic); (14) Centre for Educational Integration of Children and Students from Ethnic Minorities--Past, Present and Future (Yosif Nounev); (15) Hungarian Tertiary Training of Specialists Dealing with the Roma Minority (Hajdicsné Varga Katalin); (16) Interculturalism in Hungarian Kindergartens--Integration of Roma Children (Szücs Eszter Cecilia); (17) Roma Pupils in Primary Education (Goran Lapat); (18) A Contribution to the Advancement of the Teaching Practice with Roma Children (Josip Lepeš); (19) Education of the Bulgarian Minority in Serbia (Živorad Milenovic); (20) Who am I? Autobiographic Narratives of Children with Developmental Disabilities (Ksenija Romstein); (21) Multilingualism and Interculturalism (Dubravka Papa, Anica Perkovic, and Jasna Vujcic); (22) The Formation of Illiteracy Emphasising Linguistic Inconvenience (Nemesné Kiss Szilvia); (23) Interculturalism in Instruction of Croatian in Elementary School Instruction (Emilija Reljac-Fajs); (24) Interculturalism with Young Learners of English as a Foreign Language (Ester Vidovic); (25) Music and Interculturalism (Jasna Šulentic Begic); (26) Intercultural Experience of Lower Primary Students in Music Classes (Tihana Škojo); and (27) School Choir and International Intercultural Cooperation (Vesna Svalina). [This document is presented in both English and Croatian. Individual papers contain references.]

The authors of this research paper believe that school principals play an irreplaceable role in raising the school efficiency. Their role is rather neglected in the Croatian academic debates on improving the quality of school system. This research intends to enhance the scientific level of their position as irreplaceable factors in a school system. The research aims to identify and illustrate the dominant model of Croatian school principals' leadership and management carried out in 3 Slavonian counties. Furthermore, the aim is to identify which predictor variables anticipate these functions, i.e. what are the reasons for principals choosing the specific module. The sample consists of 94 school principals from both rural and urban schools. For the purpose of this research, a questionnaire composed in 3 parts with 60 statements was constructed. It includes two scales; one studying the prevalence of the traditional management models and the other studying the prevalence of the modern management models. Their reliability is satisfactory being a = 0,784 for the traditional and a = 0,833 for the modern scale. Descriptive analysis was used to identify the main characteristics of principals' leadership and management while factor analysis was used to extract 4 components of the traditional and 4 components of the contemporary management: bureaucratization, one-sided relations with employees, meeting the external demands, objectifying employees, distributive and transformational leadership, adaptability and work autonomy. In the final phase, the robust regression was used to study the predictive value of independent variables on the resulting components of the traditional and modern management. The obtained results point out that the traditional model of management is less dominant. The impact of the Ministry of Education, Science and Sports has statistically significant predictive value (p<0,001) on two traditional management aspects. Engaging school employees in deciding about school aims has statistical significance (p<0,001) being a predictor of transformational and distributive leadership. The principals' work experience is a predictor of work autonomy (p<0,001), while a school size predicts bureaucratization (p<0,05). The type of communication has negative predictive ability in terms of several traditional management aspects (p<0,05 and p<0,01) and positive predictive ability regarding two modern management aspects (both at p<0,001). Due to the substantial impact the aforementioned Ministry has on schools working principles, the authors suggest the decentralization measures aimed at dispersing the mentioned impact which will result in more autonomy for principals and eventually enable the development and realization of more effective educational management. In addition, it is crucial to engage employees in decision making regarding school working and development policies, modify the patterns of communication and implement specialized assistance for principals in large schools. [This paper was published in the SGEM2014 Proceedings, ISBN-978-619-7105-24-7 / ISSN 2367-5659, September 1-9, 2014, Vol. 3, pp. 657-666]

This paper presents an action research associated with Faculty of Education in Osijek, dislocated study in Slavonski Brod with pre-service teachers during the four academic years. The study follows the process of improving student learning through collaboration colleges and local communities for the benefit of gifted children in lower grades of elementary school. This work follows the process of creating workshops and creativity, imagination and cooperation that has developed through activities related to Children's ceremony, "In the world of fairytales of Ivana Brlic-Mažuranic" in Slavonski Brod. The paper traces not only the development of future teachers learning, but also the creativity of children and the circumstances that lead to better cooperation with local institutions. [This paper was published in: E. Berbic Kolar, B. Bognar, M. Sablic, B. Sedlic (Eds.), "Challenges in building child friendly communities: Proceedings of International conference Zadar 2014, Croatia" (p. 17-31). Slavonski Brod: Europe House Slavonski Brod.]

The aim of this study was to establish whether there are differences between the computer self-efficacy of pupils and teachers (N = 507) in the context of the classroom, as a developing workplace of the teacher in elementary education. The survey covered 184 teachers and 323 pupils in elementary school. The results show that there is no statistically significant difference in the Basic Computer Skills dimension. In other words, both pupils and teachers assess their own self-efficacy in Basic Computer Skills equally. Further, the results show a statistically significant difference of the medium effect size in Media-Related Skills. In other words, pupils assess their self-efficacy in this dimension higher than the teachers. The results also reveal a statistically significant difference in the medium effect size concerning the self-efficacy dimension of Web-Based Skills, i.e. the pupils' assessment of self-efficacy in the skill of internet use is higher than the teachers' assessment of self-efficacy in the same area. The results also show that pupils generally assess their computer self-efficacy more highly than the teachers do, which may be explained by the fact that these pupils are digital natives, belonging to what is known as the Net Generation, while their teachers are known as digital immigrants. This paper explains the implications of these results for modern multimedia student-centred classes, and the role of the pupil and teacher in such classes. [This paper was published in: "E-Learning at Work and the Workplace: From Education to Employment and Meaningful Work with ICTs." Proceedings of the European Distance and E-Learning Network 2014 Annual Conference (Zagreb, Croatia, June 10-13, 2014). p517-526. ISBN 978-963-89559-7-5.]

SOS Children's Village Croatia is categorized as a children's home whose primary goal is taking care of children without an adequate parental care or parents themselves. Moreover, it aims at providing children, regardless of their racial, national or religious affiliation, with affection and love in a safe family environment. In addition, SOS Children's Village is a non-governmental organization founded and provided for by the international organization SOS Kinderdorf International with the headquarters in Innsbruck, Austria. SOS Children's Village itself dates back to 1949 when Hermann Gmeiner opened the first such institution in Imst, Austria. Furthermore, SOS Children's Village Croatia has been active since February 25, 1992. It consists of two SOS Children's Villages, namely SOS Children's Village Lekenik and Ladimirevci, five SOS Youth facilities and one SOS Kindergarten. SOS Children's Village Ladimirevci was built in 1995 and has been active since 1997. It is composed of sixteen SOS houses providing for more than eighty children. Equally important, two SOS Youth facilities have been actively working in Osijek. This paper aims at providing historical overview of SOS Children's Village Ladimirevci, analyzing its organization, work methodology as well as its educational policies. For the purposes of this paper, SOS Children's Village pedagogical documentation and annual reports have been analyzed. Additionally, qualitative analyses of documents contents and quantitative analyzes regarding children's and educational activities' fluctuation have been used. The purpose of providing the historical overview of pedagogical documentation is to study fluctuation of children regarding time dimension together with the methods used for educational purposes. SOS Children's Village Ladimirevci has been widely known for looking after children without an adequate parental care or parents per se, creating safe family environment and giving affection and love to the aforementioned; hence, it undoubtedly deserves the attribute of the children's friendly community.

A survey with 53 questions was carried out among the second-year students of the Faculty of electrical engineering and computing, University of Zagreb, Croatia, in June 2020, to acquire feedback about the motives of engineering students to elect economics/business-related courses when they have alternatives, their previous knowledge of economic topics, and basic financial literacy. The gender differences in the answers were statistically tested, showing no important differences. However, the structure of the population implied that the female students were less interested in the economics/business courses.

Globalization has made a big impact on all spheres of today's society. One of its most obvious impacts is the effect it has on education. It greatly influenced the economics and funding of public education, as well as the development of educational policies. International organizations set the benchmark for educational quality, evaluation and standards. National policies turn to actualization of international expectations. Globalization made it even more possible for development of diversity in educational institutions. Liberalization and market approach to education led to expansion of pluralism of educational funding. So today we have for-profit schools (that operate as enterprises), religious schools, non-profit schools run by non-governmental organizations, publicly funded schools operated by private boards and community owned schools. Since the 1990s and the beginning of transition process for Croatia, transformation and liberalization of public sector was greatly influenced by globalization. Market approach to education enabled for a large number of private educational institutions to emerge. School pluralism developed in primary education, secondary education as well as the institutions of higher education. Educational policy changed allowing liberalization in educational funding and development of pluralism of educational institutions. This paper aims to show the development of private education in Croatia since its independence. It tries to interpret the effects that globalization and privatization had on Croatian educational system. [This paper was published in: INTED 2010: International Technology, Education and Development Conference (Valencia, Spain, March 8-10, 2010) Proceedings, p000770-000779. International Association of Technology, Education and Development (IATED), ISBN-978-84-613-5538-9.]

There is a clear prevalence of equipment and spatial arrangements for traditional teaching from the front of the class in Croatian classrooms. During such instruction, pupils mostly sit, listen and watch. Further, it is evident that primary school classrooms feature several elements pointing to the use of constructivist didactics, and include attempts at adjusting the space and equipment to the developmental needs of pupils in middle childhood. A research team called "School and Classes for the Net Generation" organised several examinations of the assessments of curricular determinants in Croatian primary and secondary schools. The aim of this study is to examine the assessments of changes that happen in school and in classes (or those that could happen) under the influence of new didactic understandings and digital education technology. A specifically constructed questionnaire was used on a sample of primary education male and female teachers (N = 214), which is representative for Central Croatia, since the data were collected through individual surveys in schools located in the City of Zagreb and in eight counties. The questionnaire contained 50 statements that the respondents had to assess on a Likert-type scale. In this paper, we shall present only part of the results relating to the pedagogical and curricular characteristics of the teaching methods and didactics of primary education. Differences in assessments were tested in terms of the working experience of primary education teachers. Primary education teachers recognise the characteristics of constructivist didactics and modern developments in the theory of education and the theory of school quite well. Most agree that it is important to organise classes in which the pupils are more active than the teacher, and that any curriculum is regarded as implemented if pupils are actually active. Most respondents hold that classic textbooks will soon be replaced by modern digital multimedia sources of knowledge. Teachers agree that all pupils should be provided with an opportunity to exercise their abilities in the best possible way, bearing in mind that everyone has different talents.

4th International Scientific and Professional Conference Intercultural Education and especially this proceedings of scientific and professional papers authored by scientists and practitioners contributes to greater sensitivity to diversity and the creation of an inclusive culture of life in educational institutions and in a multicultural community. The Proceedings with 27 scientific and professional papers and 48 authors from the Republic of Croatia and abroad was published in English, studying relevant topics in the field of intercultural pedagogy from different disciplinary and interdisciplinary perspectives based on research and scientific, academic and professional insights of authors, after the review process of individual papers, as well as the entire proceedings, involving domestic and international independent reviewers. The proceedings from the 4th International Scientific and Professional Conference Intercultural Education emphasizes and sheds light on certain problems faced by children, students, parents, educators, teachers and the society during the last decades of great change. Multicultural societies, intercultural relations, different cultures in coexistence, bilingualism, children of refugees and displaced persons, differences in society, culture, art and educational practice are elements that need to be improved on a daily basis in order to improve life for coexistence, as evidenced by the topics of scientific and professional papers of this collection. A significant number of papers are focused on the study of diversity in the context of modern curricula that enrich educational practice. Children and students have different needs, come from different cultural communities, different families, and manifest their differences by behaving in different socialization environments in relation to parents, peers, and teachers. Some scientific papers stress the specificity of educational care for students who show peculiarities of different forms and specifics in education while researching ADHD, literacy of deaf children, bilingualism, etc. with different models of support for the different. Interculturalism is also emphasized in art, and several papers elaborate on the importance of the application of traditional music, especially the native folklore expression in teaching and extracurricular activities. [These proceedings were published jointly with the Croatian Academy of Sciences and Arts, Center for Scientific Work.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

The aim of this research is to assess the frequency of learning through the new media and from textbooks at home and in class, and the frequency of learning from exercise books, and the correlation according to the type of school and to the form the students attend. The survey conducted on a sample of secondary school students attending either vocational schools or gymnasia (N = 524) showed that students, regardless of the type of school and form they attend, most frequently tend to learn from their exercise books, and less frequently through the new media. The majority of students sometimes use textbooks from which to learn, both at home and at school. The findings also show that gymnasium and vocational school students who more frequently use textbooks in class also tend more often to learn from textbooks at home. Vocational school and gymnasium students, both in the first and in the fourth form, who more frequently use exercise books for learning, less frequently learn from textbooks at home. First and fourth form students who more frequently learn from exercise books less frequently learn through the new media. Students who more frequently use textbooks in class also tend to more frequently learn from textbooks at home. All the subsamples show that students learn significantly less frequently with the aid of the new media, regardless of how often they learn from textbooks and exercise books. This study shows that the new media have not yet attained sufficient presence in Croatian schools. [This paper was published in: "The Joy of Learning: Enhancing Learning Experience - Improving Learning Quality." Proceedings of the European Distance and E-Learning Network 2013 Annual Conference (Oslo, Norway, June 12-15, 2013). p937-946. ISBN 978-963-89559-3-7.]

The paper considers the effects of Roma education in Medjimurje County. Although the positive effects are present in many different aspects related to education of Roma, among the most important is the change in Roma attitude toward their own education. The comprehension of importance of Roma children's education and intention to base their future material incomes on the work and competences acquired by education is an important step in developing a collective consciousness of the Roma community of importance of the education and a great step towards more efficient integration.

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

Despite the understandings that constructivist and multimedia didactics, as well as curricular theory and multiple intelligences theory, have been providing for years, what happens in the classroom and in the teaching process is still mostly teacher-centred. The didactic and methodological scenarios that prevail in our classes are more suitable to times long ago than to students belonging to the net-generation. The aim of this study is to examine the assessments of changes that happen in school and in classes (or those that could happen) under the influence of new didactic understandings and digital education technology. A specifically constructed questionnaire was used on a sample of primary education teachers (N = 213), which is representative of Central Croatia, since the data were collected through individual surveys in schools located in the City of Zagreb and in eight counties. The data were collected by fourth-year students of teacher education studies from Zagreb, Petrinja, and Cakovec at the beginning of 2015. The questionnaire contained 25 statements that the respondents had to assess on a Likert-type scale. The results show that teachers consider that curricular changes are needed and that classes still lack a pedagogy of success for all. However, less criticism is directed towards the present (inadequate) teaching environment.

The use of e-learning has been recommended at all levels of the educational system, thus in higher education as well, but it is very often reduced to downloading teaching materials from the teachers' websites. Students rarely participate in forums discussing some teaching topics, and they even less use the learning management system in their educational process (Dukic & and Madaric, 2012). Among the learning management systems, the web application Moodle, which is based on the principles of constructivism and constructionism, is particularly popular. Constructivism assumes that learning is a social process where individuals learn through interacting with other people (Pritchard & Woollard, 2010), while constructionism additionally includes correlation of knowledge and social action (Burr, 2003). To encourage students to learn through interaction, researchers conducted an action research with the attempt to explore the possibilities of initiating discussions on the network forum of the Moodle system. The research was organised within the Pedagogy course in the first year of the teacher studies during the two academic years. The most important advantages of this way of learning proved to be the freedom and flexibility of participation, the possibility of exchanging experiences and ideas, reflection and collaborative learning. Discussions on web forums have shown also certain deficiencies such as inadequate and unequal activity of all participants, the lack of connection to the discussions of other participants (monologue form of writing), the lack of criticism, too long texts, technical problems and the problem of availability of computers connected to the Internet. This research has shown that it is possible to organise a constructivist e-learning in higher education students enjoy participating in.

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.

This article presents an action research, which aimed to improve pupils' literary creativity and enable them to use computers connected to the internet. The study was conducted in a small district village school in Croatia. Creating a pupils' internet magazine appeared to be an excellent way for achieving the educational aims of almost all subjects. Participation in the project was presented as a challenge to pupils to encourage their creativity as a way of life. Providing the possibility of representing their creativity and getting positive comments from readers increased pupils' self-confidence, made them proud of their published accounts and enabled them to develop their significant learning in an amusing way. These are all reasons that indicate pupils' internet magazines should be more often present in our schools. However, traditional teaching cannot serve as a successful model for encouraging pupils' creativity. Instead, it is necessary to introduce methods of active and cooperative learning. Writing about different everyday life topics, pupils made connections with members of their local community, particularly with elderly residents who recognised and supported their activity and participated in it as well. Change that was initiated ten years ago was institutionalised in the school in which it was implemented. This demonstrates how action research can contribute to achieving significant changes in teaching, and the results of this study can be used to stimulate the creativity of other teachers and their students.

Extremely rapid development of information technology and the lack of monopoly in the technological market have resulted in a sudden price reduction of the informatic equipment and gadgets enabling them to be used in all segments of a human life, hence the education as well. In the modern, digital era it is almost impossible to make any significant result without the integration of technology in work. However, integrating technology in a classroom and educational process does not imply only to equip classrooms and offices with modern technological equipment, but also to improve and readjust the curriculum in order to fully use the available IT tools. Using technology in a classroom must be efficient, transparent and simple. Furthermore, it aims at improving learning quality in a class, but also at preparing students for real-life situations. The necessity of technology implementation in classrooms is not only a formal process of equipping classrooms, but also adjusting the curriculum in order to refocus on the development of technological competences of both students and teachers. This will train future young generations for everyday life in their surroundings in which their class would be a functioning model of a friendly community simulating real life problems we are preparing for and dealing with successfully.

The development and use of new media in the class emphasizes independent learning based on the activities of the students, constructivist learning and student-centred lessons in general. Using new media in the class does not prompt more efficient learning and teaching in itself, but can initiate the learning processes by didactically shaping the class with regards to student and teacher motivation, previous knowledge, aims, methods and content. Thus,the media changes the role of the teacher, who becomes the organizer of students' independent learning activities. On the other hand, differences have traditionally been seen between teachers from rural (village) and urban (towns/cities) areas. This research was carried out to investigate how often new media are used by elementary school teachers in rural and urban areas (N = 158), and what the differences are between those two subgroups of teachers in terms of ownership of new media. The research was conducted in February 2012 by using a questionnaire.The study demonstrates that there is no difference in terms of ownership of any of the new media items relating to the area in which the school is situated (rural or urban). The results show that computers, mobile phones and the internet are owned and used to a greater degree than social media, smartphones and tablet computers. Teachers who work in rural and urban areas use personal computers, the internet and multimedia software in their classes most often, while they do not use tablet computers, smartphones, social networking or mobile phones as frequently. The results show that using new media decreases the traditional differences between teachers from rural and urban areas, which implies that students can learn in classes organized with the help of new media, regardless of where their school is situated.

There is a growing literature about conducting an action research that could help achieving significant changes in teachers' practices. Although an action research can contribute obtaining improvements, this process is not straight-line and without obstacles. The text elaborates three problems the author faced with while dealing with the action research in his practice. Firstly, he realized that teachers can hardly become the agents of change without the assistance of others. Actually, teachers who got used to working in a traditional school find it hard to make the first step towards professional emancipation without an experienced leader--be it school pedagogues, advisors, experienced teachers, or even university professors. However, their role is not only to teach teachers how to make changes, but also to be actively involved, as practitioners, in the process of change and in their own learning. Second presumption was that the learning communities can encourage teachers to change. However, the author realized that despite the positive influence the learning community can provide imaginary safe haven to those who are not ready for assuming an active role in the process, hoping that there will always be someone else who will take the initiative. In addition, the sequential process of change, which started with the professional development in learning communities, then continued by introducing changes through action research, and finished with the presentations of good-practice examples and publishing the research results, appeared to be insufficient for accomplishing significant changes. Instead, it is much better to start immediately with making changes through action research, and during the process to intensify the education and critical friendship. In this case, learning communities have much more impact. Finally, author inferred that it is not easy for the teachers to assume the role of a critical friend or an action researcher. The process of casting off the old roles and assuming the new ones takes time and patience and has to overcome the resistance within others, but primarily within ourselves. However, it would be wrong to expect that teachers develop all the necessary competences first and then begin with their research. On the contrary, the action research is an excellent opportunity for learning in different ways. In spite of the problems experienced, the new roles for teachers as critical friends and action researchers could be fruitful in making significant changes. This requires the active involvement of different social factors. Although assuming those new professional roles is not easily achievable, it is worth trying.

Research in the field of mathematics teaching implies multi- and interdisciplinarity. We believe that the lectures, discussions and experience exchange between Croatian and international participants of the Mathematics and Children meetings (scientists from Slovenia, Bosnia and Herzegovina, Austria, Hungary, Serbia) will initiate and intensify scientific cooperation in the field of mathematics teaching on the international level. Accompanying this event, we would also like to initiate doctoral studies in the field of mathematics teaching in Croatia following the examples from Europe and worldwide. This monograph contains five chapters: (1) Partnerships of Civil Society, Faculties and Schools in Raising the Teaching Quality; (2) About Learning Outcomes in Teaching Mathematics to Pupils; (3) About Learning Outcomes in Teaching Mathematics to Students; (4) Impact of Learning and Teaching Strategies on Learning Outcomes; and (5) Discussion About Studies of Mathematics and Teaching Mathematics. Seventeen papers comprise this volume. They are: (1) Civil Society Organizations as a Partner in Mathematical Education (Sanja Rukavina); (2) Mathematics Teachers as Researchers of their Teaching and Pupils' Learning (Tatjana Hodnik Cadez); (3) Mathematics and Informatics in Extracurricular Activities Chosen by Pupils and Offered by their Teachers (Margita Pavlekovic,; Ana Mirkovic Mogus; and Diana Moslavac); (4) Mathematics Learning Built on Pictures ((Katalin Munkacsy); (5) Through Games into the World of Probability (Mara Cotic; and Darjo Felda); (6) Producing Plane Figures and Selecting Plane Figures in the Fourth Class of Lower Primary School (Ibolya Szilagyine Szinger); (7) The Concept of Zero Among 7-12-Years-Old Children (Eva Kopasz); (8) Mathematical Requirements in PISA Assessment (Dubravka Glasnovic Gracin); (9) Learning Outcomes in Mathematics: Case Study of Implementation and Evaluation by Use of E-Learning (Blazenka Divjak; and Mirela Ostroski); (10) Mathematic Competencies Of Students Interested In Teaching Studies --An Analysis Of An Entrance Exam In Mathematics (Irena Misurac Zorica; and Marinko Pejic); (11) Investigation of Spatial Ability in the Population Of Students of Mathematics Teacher Education Programmes at The Department Of Mathematics, University Of Zagreb (Aleksandra Cizmesija; and Zeljka Milin Sipus); (12) Application Of Basic Mathematical Concepts And Skills in Physics (Zeljka Milin Sipus; and Maja Planinic); (13) A Number Theoretical Game with Chess Figures (Emil Molnar); (14) Amusing Mathematics in the Teaching Of Mathematics (Zdravko Kurnik); (15) Metacognition And Self-Regulation in Learning and Teaching Mathematics (Ivan Mrkonjic; Velimir Topolovec; and Marija Marinovic); (16) "Shall We Study Mathematics?"-- Fifty Years After (About the 1959 Article of Academic S. Bilinski) (Mirko Polonijo); and (17) Math Teachers' Perceptions Of Mathematics Education in Elementary and Secondary Schools in Croatia--Results of an Empirical Research (Branislava Baranovic; and Marina Stibric). [Individual papers contain references, tables, figures, and pictures. Papers are presented in both English and Croatian.]

The main aim of the Organisational Committee of the international scientific colloquium Mathematics and Children is to encourage additional scientific research in the field of mathematics teaching in Croatia. The development of science and education is a part of a long-term Education Sector Development Plan 2005-2010. Following the example of Europe and the rest of the world, special attention in the field of education is given to mathematical literacy of children (PISA programme) as well as to mathematics teacher training (quality insurance in higher education). Mathematics teaching in Croatia faces modified strategic, organizational, social and technical conditions. Introducing one-shift classes in primary schools, including children with special needs (talented ones and those with difficulties) in regular classes, extended day program for all students, two teachers per class, greater mobility of children and teachers in schools and new teaching technologies demand changes in the methodology of mathematical education of both children and future teachers of mathematics. It is important to develop a life-long learning programme for teachers of mathematics that includes doctoral studies. Research in the field of mathematics teaching implies multi- and interdisciplinarity. Therefore a cooperation with scientists outside the field of mathematics (psychologists, special-ed teachers, educators) is an imperative, although we strongly believe that improvements in mathematics teaching should be encouraged within the field of mathematics. A precondition for developing new approaches and methodologies in mathematics teaching in Croatia is a first-hand experience with the results of international research and standards in mathematics teaching and defining doctoral studies within the same field. We believe that the lectures, discussions and experience exchange between Croatian and international participants of the Mathematics and Children meeting will initiate and intensify scientific cooperation in the field of mathematics teaching on the international level. We would also like for this event to initiate the start of doctoral studies in the field of mathematics teaching in Croatia following the examples from Europe and worldwide. We are very grateful to numerous Croatian and international scientists who have recognized the importance of this event and managed to find the time to attend this gathering. We would also like to thank the heads and entrepreneurs of the local community who financed this event for the most part. Papers include: (1) An Overview of the Authorised Curriculum in Teaching Mathematics Harmonised with the Bologna Declaration at the Department of Mathematics, University of Sarajevo (Sefket Arslanagic); (2) Role of Different Representations of Mathematical Concepts for Learning with Understanding (Tatjana Hodnik-Cadez); (3) The Scientific Frameworks of Teaching Mathematics (Zdravko Kurnik); (4) An Evergreen Problem (Emil Molnar); (5) Mathematically Gifted Children: What Can We Teach Them and What Can We Learn? (Vesna Vlahovic-Stetic); (6) Difficulties in Teaching Mathematics in the Second Grade of Primary School (Josip Cindric and Maja Cindric); (7) Children and Simple Combinatorial Situations (Maja Cotic and Darjo Felda); (8) National Curriculum Framework for Primary Mathematics Education--European Experiences and Trends (Aleksandra Cizmesija); (9) Dynamic Mathematics Class and the Smart Board (Sasa Duka and Damir Tomic); (10) The Dyscalculic Child, Mathematics and Teacher Study Students (Lidija Goljevacki and Aleksandra Krampac-Grljusic); (11) Is the Language of Mathematics Difficult? (The level of technical language use among teacher training college students) (Eva Kopasz); (12) Assessment and Evaluation in Mathematics Education (Zeljka Milin-Sipus); (13) Origami and Mathematics (Franka Miriam-Bruckler); (14) Attitudes of the Students of Teaching Studies towards Mathematics (Irena Misurac-Zorica); (15) Partnership among Faculties, Schools and Families for the Improvement of Mathematics Education of the Gifted Children (Ksenija Mogus and Silvija Mihaljevic); (16) Expert System for Detecting a Child's Gift in Mathematics (Margita Pavlekovic, Marijana Zekic-Susac, and Ivana Durdevic); (17) Boris Pavkovic (portrait of a distinguished methodologist and popularizer of mathematics) (Mirko Polonijo); (18) Mathematics in Play and Leisure Activities--LEGO Building Bricks (Tomislav Rudec); (19) Basic Knowledge of Mathematics and Teacher Training (Sanja Rukavina); (20) Solving Linear Equations Using Computer's Drawing Tools (Miljenko Stanic); (21) Developing the Problem-Solving Skills of Children Suffering from Dyscalculia through Mathematical Tasks with a Text (Aniko Straubingerne Kemler); (22) The Concept of the Square and the Rectangle at the Age 10-11 (Ibolya Szilagyne Szinger); (23) The Use of Computers in Teaching Mathematics (Sanja Varosanec); and (24) From Active Experimenting to Abstract Notion Concept (Amalija Zakelj and Aco Cankar). (Individual papers contain tables, graphs, and references.) [Papers are presented in both English and Croatian. These proceedings were published by the University Josip Juraj Strossmayer in Osijek, Faculty of Philosophy in Osijek. Abstract was modified to meet ERIC guidelines