This dissertation presents a series of neuroimaging investigations and achievements that strive to deepen and broaden our understanding of human problem solving and physics learning. Neuroscience conceives of dynamic relationships between behavior, experience, and brain structure and function, but how neural changes enable human learning across classroom instruction remains an open question. At the same time, physics is a challenging area of study in which introductory students regularly struggle to achieve success across university instruction. Research and initiatives in neuroeducation promise a new understanding into the interactions between biology and education, including the neural mechanisms of learning and development. These insights may be particularly useful in understanding how students learn, which is crucial for helping them succeed. Towards this end, we utilize methods in functional magnetic resonance imaging (fMRI), as informed by education theory, research, and practice, to investigate the neural mechanisms of problem solving and learning in students across semester-long University-level introductory physics learning environments. In the first study, we review and synthesize the neuroimaging problem solving literature and perform quantitative coordinate-based meta-analysis on 280 problem solving experiments to characterize the common and dissociable brain networks that underlie human problem solving across different representational contexts. Then, we describe the Understanding the Neural Mechanisms of Physics Learning project, which was designed to study functional brain changes associated with learning and problem solving in undergraduate physics students before and after a semester of introductory physics instruction. We present the development, facilitation, and data acquisition for this longitudinal data collection project. We then perform a sequence of fMRI analyses of these data and characterize the first-time observations of brain networks underlying physics problem solving in students after university physics instruction. We measure sustained and sequential brain activity and functional connectivity during physics problem solving, test brain-behavior relationships between accuracy, difficulty, strategy, and conceptualization of physics ideas, and describe differences in student physics-related brain function linked with dissociations in conceptual approach. The implications of these results to inform effective instructional practices are discussed. Then, we consider how classroom learning impacts the development of student brain function by examining changes in physics problem solving-related brain activity in students before and after they completed a semester-long Modeling Instruction physics course. Our results provide the first neurobiological evidence that physics learning environments drive
the functional reorganization of large-scale brain networks in physics students. Through this collection of work, we demonstrate how neuroscience studies of learning can be grounded in educational theory and pedagogy, and provide deep insights into the neural mechanisms by which students learn physics.

A qualitative investigation was conducted to explore the phenomenon of abstract cognition among a purposive sample of 5 secondary scholastic chess club participants. The case study enabled the researcher to explore the faculties of abstract cognition among students of contrasting skills and abilities in playing chess. The study also allowed for the consideration of potential visual-spatial, logical, academic, social competency and life benefits of chess play. Through analysis of interviews, chess simulations, blindfold chess play, and narration of chess lines and sequences, the investigator was able to extract meaning and code schemata into a holistic understanding of the phenomenon of abstract cognition within the context of Piaget’s Formal Operations Stage. Scholastic chess systematically engages the student in a stimuli-enriched environment in which the participant must exercise optimal cognitive control in processing and anticipating chess lines and sequences, thus facilitating the manifestation and phenomenon of abstract cognition. Abstract cognition as a phenomenon may elicit increased academic, scholarly, and life potential. Participation in scholastic chess may produce both scholarly and critical thinking individuals. Suggestions for future research include continuing qualitative research in the area of abstract cognition among chess players and developing a stronger understanding of cognitive growth in students.

Abstract Childhood development has always been a major topic when studying psychology and biology. This makes sense because the brain develops from the time a child is conceived to the time that child has reached around the age of twenty-seven. Doctors, psychologists, and sociologists look at numerous things when studying childhood development. However, how common is it for researchers to study how the fine and performing arts affect childhood development? Sociologists tend to be extremely open and mindful of all aspects of things such as culture, sexuality, religion, and even age. By taking a sociological standpoint when studying the arts and studying childhood development, society is able to make connections between the two that leads to better understanding of a child's development socially, mentally, and academically.

This quantitative study investigated faculty trust in their immediate supervisors (academic deans and faculty chairs) in a state college setting. A survey instrument created for this study was based on existing research on trust in schools by Bryk and Schneider (2002) and Tschannen-Moran and Hoy (1998), as well as research on trust in corporate setting. The study’s purpose was to determine the types and frequencies of interactions between community college faculty and deans/faculty chairs – i.e., faculty immediate supervisors – that are related to higher levels of faculty trust. Also investigated were the relationships between faculty trust and demographic characteristics including age, gender, ethnicity, length of employment, and number of faculty in department. The study’s findings suggest policies and practices for creating more trusting environments in community and state college settings, thereby leading to higher faculty retention levels. These, in turn, can contribute to increased levels of student success, higher graduation rates, and financial savings for schools.

ABSTRACT Background: Previous criminal justice policies have been non-effective leading to overpopulated prisons and unsuccessful reintegration. There is a lack of effective supportive and/or rehabilitative services resulting in high rates of recidivism and mental health implications. Objective: This study investigated the perceived impact that incarceration and reintegration with little to no supportive and/or rehabilitative services has on the mental health status of an individual. The emphasis was on participant perception and not on professional reports because of underreporting and lack of attention to mental health in the criminal justice system. Methods: Focus groups in the Inland Empire and Coachella Valley were held to gather preliminary data used to develop the survey for this study. The survey was distributed to 88 male and female ex-offenders over the age of 18 who were no longer on probation or parole. Secondary data from United Way 211 and California State Reentry Initiative was collected to report current trends of supportive and/or rehabilitative services. Results: Incarceration was found to negatively impact perceived mental health status, but reintegration was not. Supportive and/or rehabilitative services continue to be rarely offered and accessed, but when accessed, perceived mental health status is better. Supportive and/or rehabilitative services are more readily available. People who are using these services are improving their quality of life, becoming productive members of society, and preventing recidivism. Conclusions: A paradigm shift is currently under way to reduce recidivism by improving supportive and/or rehabilitative services during incarceration and reintegration. Many offenders are receiving services as an alternative to incarceration, recidivism rates are being reduced, and ex-offenders are becoming productive members of society. The field of social work is an integral part of reentry services and should continue advocating for policies and services that support reintegration efforts at the micro and macro level.

The study examined minority persons’ views and experiences with Child Protective Services (CPS) in the community. This study used a qualitative design with face‑to‑face interviews with 12 participants in the community. This study used the “Post‑Positivist” data analysis, which is qualitative in evaluation and explained each participant’s subjective reality. The study found that most participants were satisfied with the results and were dissatisfied with the process in and of itself. Overall the study found that most participants felt that there was some sort of a disconnect with social workers in reference to cultural competency. Miscommunication between the social workers at agencies and parents could have played a significant role in why participants had these experiences. However, most participants felt that the agency helped with services that ultimately left the participants feeling a sense of awareness about the purpose of the agency. The study suggests that implementing a program that would allow the community to be informed of all the programs that Child Protective Services can provide be critical in aiding and empowering the members of the community and in helping reduce CPS caseloads significantly.

Through the evolution of the field of social work, a divide in its ideologies has emerged and certain political and ideological groups such as the religious and conservatives have become underrepresented. As a result, over the years the liberal philosophies have emerged as the dominant group. This has led to a decrease in diversity within the field. Recognition of biases in the field of social work is difficult. Through a qualitative analysis method, this study was meant to explore if social work students feel they are free to share openly in the classroom, and if they are accepting of all ideologies or are there biases towards any ideologies or beliefs by the students. This study used a qualitative method data collection approach, which consisted of a six-member focus group with a demographics questionnaire. The findings of this research has brought to the surface that there are more liberal ideologies and less moderate or conservative viewpoints being shared in the classrooms because of self-censorship. The potential impact of this study is to increase awareness that there are underrepresented groups within the MSW population, which decreases the diversity in the field of social work.

Preventing cyberterrorism is becoming a necessity for individuals, organizations, and governments. However, current policies focus on technical and managerial aspects without asking for experts and non-experts values and preferences for preventing cyberterrorism. This study employs value focused thinking and public value forum to bare strategic measures and alternatives for complex policy decisions for preventing cyberterrorism. The strategic measures and alternatives are per socio-technical process.

Manipulation of stories and events expose issues of false representation and stereotyping within the mainstream media. This research examined the media’s role in shaping the behaviors and experiences of African American male athletes while using Critical Race Theory as the framework in conducting research. A focus group consisting of six former African American male student athletes was conducted. A semi-structured interview schedule was used in order to allow for open discussion. The Constant Comparison Method was instrumental in thematizing the data while QDA Miner software was used to analyze the data. The findings suggested that African American male athletes feel they are portrayed negatively in relation to leadership abilities as well as being portrayed as thugs and rappers. African American male athletes do feel pressured to challenge certain stereotypes presented by the media in order to become better role models for the African American community. Future research should explore the media’s impact on younger generations of African American male athletes as well as African American female athletes to compare whether similarities exists between the groups.

Researchers use natural phenomena in a number of disciplines to help explain human behavioral outcomes. Research regarding the potential effects of magnetic fields on animal and human behavior indicates that fields could influence outcomes of interest to social scientists. Tests so far have been limited in scope. This work is a preliminary evaluation of whether the earth’s magnetic field influences human behavior it examines the baseline relationship exhibited between geomagnetic readings and a host of social and political outcomes. The emphasis on breadth of topical coverage in these statistical trials, rather than on depth of development for any one model, means that evidence is only suggestive – but geomagnetic readings frequently covary with social and political variables in a fashion that seems inexplicable in the absence of a causal relationship. The pattern often holds up in more-elaborate statistical models. Analysis provides compelling evidence that geomagnetic variables furnish valuable information to models. Many researchers are already aware of potential causal mechanisms that link human behavior to geomagnetic levels and this evidence provides a compelling case for continuing to develop the line of research with in-depth, focused analysis.