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Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TEME: Casopis za Društvene Nauke is the property of TEME: Casopis za Drustvene Nauke and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TEME: Casopis za Društvene Nauke is the property of TEME: Casopis za Drustvene Nauke and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Transition to online teaching is the best approach to coping and overcoming the difficult situation that universities all over the world are facing due to the COVID-19 pandemic, as it will have the least possible negative effects on students' education and the development of professional skills. Based on the above, the primary objective of the paper is to identify the factors that influence the effectiveness of acquiring professional skills in accounting subjects in online classes during the COVID-19 pandemic as well as factors that determine the success of online teaching based on students' views. The research was conducted on a sample of 373 students from universities in Kragujevac, Belgrade, Novi Sad and Niš. Students who attended online classes in at least one accounting subject were surveyed. In the methodological sense, the analysis of the collected data was based on the application of descriptive statistics, factor analysis, and multiple regression. The research results indicate that the factors determining the success of online teaching are the adequacy, availability, and autonomy of information and communication technologies (ICT); Internet connection, advantage and simplicity of ICT use; communication with the teacher; the readiness and competence of teachers; the impact of the pandemic; online teaching flexibility and student-perceived satisfaction. In addition, it was identified that student-perceived satisfaction has the greatest impact on the development of professional skills in the accounting subject, followed by the effects of the pandemic and the adaptability of online teaching

The aim of the research presented in this paper was to examine the potential differences (and similarities) between the attitudes of mathematics teachers and of students towards several aspects of online instruction. Our convenience sample comprised a total of 532 students in grades 5-8 of primary school and high school students as well as 110 mathematics teachers, who rated their attitudes and views on these questions on a Likert scale, using a Google Forms questionnaire. The results of the survey suggest that there is no significant difference between the attitudes of students and teachers regarding teachers' skills in online teaching, while teachers tend to believe that students are less well prepared for the effective implementation of online mathematics instruction than students themselves think. Also, a far greater percentage of students than mathematics teachers believe that online mathematics instruction is effective, and that they can successfully acquire the appropriate mathematical knowledge and skills through online instruction. The results also indicate that students tend to rate different types of mathematics classes much more highly (teaching, practice, revision and assessment) than teachers do.

The coronavirus pandemic pose tremendous challenge for all countries of the world. People who experience domestic violence deserve special attention in such social circumstances. The purpose of this paper is to present research on students‘ attitudes about domestic violence in pandemic conditions. In a sample of 334 students from Croatia we analyzed their acceptance of myths about domestic violence, attitudes about domestic violence in pandemic conditions, and the correlation between the acceptance of myths and attitudes about domestic violence. The results indicate the following: students accept myths about domestic violence at the lesser level, they believe that measures to combat coronavirus have led to an increase in all analyzed forms of domestic violence, they do not think that the policingin those cases is well or that victims receive sufficient help and support in pandemics. Differences in students‘ attitudes towards gender and knowledge of the victim were found, as well as the correlation between attitudes and basic political orientation. The correlations between students‘ attitudes and acceptance of myths about domestic violence were also established.

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TEME: Casopis za Društvene Nauke is the property of TEME: Casopis za Drustvene Nauke and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In view of the importance of a positive attitude on the part of students without developmental disabilities towards the inclusion of students with disabilities into Physical Education (PE) classes, and also of the specific features of PE, this study aimed to examine the attitudes of students without developmental disabilities towards the inclusion of students with developmental disabilities in regular PE classes. These attitudes were studied in relation to students' gender, grade of primary school, previous experience with persons with disabilities, and their level of competitiveness. The sample comprised 291 students in grades 6 and 7 of three primary schools in Belgrade. The study used the CAIPE-R questionnaire (Block, 1995). The results corroborated the factor structure of the instrument and its basic metric characteristics. The findings suggest that students have a positive attitude to inclusion in PE. Significant predictors of General Attitude - inclusion in PE are gender, school grade and previous experience with disabled students in PE classes, while significant predictors of Specific Attitude - inclusion in sports activities in PE are gender and previous experience with disabled students in PE classes. The paper points out the need for further research into the attitudes of students without developmental disabilities towards inclusive PE that would include other developmental disabilities and a greater age range of students from different educational environments, which could contribute to the planning of inclusive PE programs in schools.