Parental involvement is an important factor in students’ achievement, and numerous studies have shown that it increases students’ success. As research on father’s involvement has become one of the current topics in education today, there is a need to separate the effect exercised by fathers from the overall family one. The aim of this study is to synthesize various studies which have focused on different aspects of fathers’ involvement; therefore, a meta-analysis would be an ideal method to create a synthesis of these perspectives and provide one general measure of fathers’ involvement effect. Nine studies have been included in the meta-analysis, where fathers’ involvement has been operationalized through father’s involvement in: education of children at school and at home, psychosocial well-being of children, modelling of behavior and leisure activities. The results show that the total measure of effect size differs from zero after applying the fixed model (z=13.510, p=0.000) and the random effect model (z=4.588, p=0.000), that is, there is a statistically significant positive correlation between the involvement of fathers and the academic success of their children. The value of the heterogeneity test (Q=66.560, df=8, p=.000, I2=87.981) indicates that the overall effect can be viewed according to the assumptions of the random effects model. The conducted meta-analysis has confirmed the assumption that fathers’ involvement is positively related to children’s academic performance.

The modern age,imbued by globalism, more than before imposes the need for intercultural communication. It implies interactions between participants of different nations, which has as the basis understanding and accepting of cultural differences. Informational development and representation of internet allow to people from different parts of the Earth to communicate and share their experiences, events, attitudes, different features. Such communication, also, implies developed competences for understanding of our own cultural features and their relating to features of participants of other cultures, in the aim of creating an new integrated value system which is based on mutual respect. Educational process takes the special part in developing of these competences.

This work is an attempt to present integrative teaching as an innovative model, to point out its advantages and great possibilities in teaching as well as to determine its application in teaching Nature and society. Our task was to draw attention to the importance of applying integrative model in teaching Nature and society and to the contents of certain spheres of teaching that can be integrated through this teaching subject. Active role of students in the process of teaching is widely insisted upon nowadays, because of which teachers are expected to choose contents, activities or certain models which will be the most efficient in realization of the teaching process. In accordance with the defined topic and the research subject, objects and tasks, as well as the study of relevant literature, we pointed out that the topic is extremely actual and important for teaching Nature and society, especially for theory and practice within the subject. The research showed that contents integration offers teachers the possibility to find authentic ways to join different aspects of the teaching material, by which the contents are interpreted and presented in an interesting and meaningful way.

In today's modern teaching as one of the important principles of the educational process in the cultural and pluralistic society allocates and interculturalism. Making richer, both social and academic environment, intercultural learning promotes an understanding, respect for different lifestyles and thus produces intercultural sensitivity. The aim of this paper is to point out, first, the importance of culture, the importance of intercultural teaching and education, as well as to pay attention to the development of intercultural communicative competence of teachers at schools, as the main actors of this modern, intercultural education, which reduces discrimination and encourages the tolerance and understanding of other foreign cultures.

During the historical development of didactic theory and teaching practice, numerous systems have been developed to determine the structure of work in teaching. The term system is a word of Greek origin and means attitude or order. Today, the term system is defined in different ways. It is defined as a set of elements whose mutual relations are based on certain laws or principles. The term didactics is also of Greek origin and originally means teaching, today we know that didactics is the science of teaching. There is no consensus in the didactic literature on what is meant by the term didactic or teaching system. The reason for that is that there are several divisions and explanations, because in the past period various didactic systems have been developed which determined the structure of work in teaching. Today, by teaching system we mean a shaped and designed way of organizing learning in teaching. Teaching systems are among the basic didactic issues and are the result of studying didactic theory and teaching practice. It is almost impossible to imagine a formal educational process without the application of modern educational technologies, which increasingly imply the intensive application of information and communication technologies and media. In this paper we will look at the very beginning of teaching and the traditional system of teaching in didactic theory.

Еколошка свест као саставни део еколошке културе, односно део опште културе подложна је утицају различитих фактора и различити чиниоци који доводе до њеног развоја. Стога се предмет овог истраживања огледа у утврђивању доминантних чиниоца који доводе до стицања еколошких знања, а самим тим и до развоја еколошке свести. Представљено истраживање спроведено је на узорку од 170 ученика четвртог разреда са подручја Косова и Метохије. Добијени подаци потврђују трећу истраживачку хипотезу, док остале две хипотезе нису потврђене. Живот у природи, односно садејство са природом, статистички значајно се може предвиђати на основу вртића, школе, породице и вршњачке групе као доминантних чиниоца утицаја на развој еколошке свести. Рефлексија спроведеног истраживања може се огледати у покушајима практирачара да вршњачку групу „придобију“ на своју страну, имајући сазнање о утицају на развој еколошке свести.