Professional development and learning are vital components of the educational system due to their dynamic impact on teachers (Bayar, 2014; Darling-Hammond, 2010; Guskey, 2002). Despite the importance of teacher development and the impact of student learning outcomes, professional development and learning often rely on traditional…

How people learn to read is an interesting question which has been investigated by many studies with various approaches. Some recent studies have related learning to read with domain-general abilities and have found a positive relationship between statistical learning and learning to read, as well as between procedural learning and learning to…

In the US, an estimated 25% of four-year college students and up to 80% of community college students suffer from a moderate to high degree of mathematics anxiety (MA) (Chang & Beilock, 2016). Many scholars have noted that mathematics anxiety can be regarded as a significant factor in determining a student's achievement and mathematics related…

In order to meet student needs, it is necessary to understand their characteristics and how these characteristics might relate to their perceptions about their online learning experiences. The theoretical and conceptual framework for this study is anchored by three constructs in human cognition: (a) decision making styles, (b) ways of knowing, and…

This study explores professional learning of teachers in a web-based Open-Ended Learning Environment (OELE). Adult learning theorists suggest that adults are self-directed, experience-based, personally- and socially-related, problem-oriented, and application-focused learners. Constructivists suggest that the OELE affords learners opportunities to…

The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of…

Goal theory postulates that learners have both academic and social reasons for pursuing academic outcomes. In domain-learning theory, the development of expertise is domain specific and is a progressive learning process that is characterized by the interplay of knowledge, interest, and strategic processing. This study integrated goal theory and…