Topic Selection Find a Gap Assignment (Final)
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TOPIC SELECTION: FIND A GAP Topic Selection: Find a Gap Assignment
Lanise White
Department of Counselor Education and Family Studies, Liberty University
2
TOPIC SELECTION: FIND A GAP Topic Selection: Find a Gap Assignment
1) First Topic of Interest:
How to promote college and career readiness for students?
Gap Statement:
According to ASCA, 2017; Mariani,Berger,Koerner,&Sandlin, 2016, To address the call for school counselors to begin career and college exploration in the elemen-
tary grades (ASCA,
2017
; Mariani, Berger, Koerner, & Sandlin,
2016
), future research might fo-
cus on identifying the unique needs of elementary school counselors, increasing the self-efficacy of elementary school counselors, and measuring the longitudinal impact of providing elementary age students with career and college readiness supports. Given the results of this study, identify-
ing the challenges faced by school counselors obtaining training should also be addressed through survey research. Finally, future research to examine preservice school counselors
’ self-
efficacy for enhancing students
’ career and college readiness is needed to highlight best practices
for preservice school counselor training.
Reference
Mariani, M.,
Berger, C.,
Koerner, K., &
Sandlin, C.
(2016).
Operation occupation: A college and
career readiness intervention for elementary students.
Professional School Counseling,
20,
65–
76. doi:
10.5330/1096-2409-20.1.65
American School Counselor Association. (2017).
The school counselor and career develop-
ment.
Retrieved from
https://www.schoolcounselor.org/asca/media/asca/PositionStatements/
PS_CareerDevelopment.pdf
3
TOPIC SELECTION: FIND A GAP Parikh‐Foxx, S., Martinez, R., Baker, S. B., & Olsen, J. (2020). Self‐
Efficacy for enhancing stu-
dents
’ career and college readiness: A survey of professional school counselors.
Journal of Coun-
seling and Development,
98(2), 183-192.
https://doi.org/10.1002/jcad.12312
This article researched how to examine school counselors
’ beliefs about whether they can
perform specific tasks related to supporting students
’ career and college readiness. This study also aimed to address whether school counselors
’ self-efficacy levels in college counseling and preparing for career readiness are associated with identified demographic categories.
2)
Second Topic of Interest:
Adopting threat assessment in school, Will that help to prevent school violence? Gap Statement: “Further research states, However, results also suggest potential short-
comings in educating about reporting concerns, screening concerns, determining needs, matching
responses to risk level and needs, and monitoring cases. Nonetheless, in contrast to zero toler-
ance and profiling approaches, this approach appears to help schools remain safe without exclud-
ing the students who might need a supportive learning environment the most (Cornell et al., 2012).
Reference
Jackson, J. R., & Viljoen, J. L. (2022). Preventing school violence: A survey of school
threat assessment practices, perceived impact, and challenges. Journal of Threat Assessment and
Management,
https://doi.org/10.1037/tam0000187
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TOPIC SELECTION: FIND A GAP This article explores many assessors do not consider threat assessment to reduce suspen-
sions and expulsions and experience challenges related to training, time, and monitoring. Asses-
sors also reported shortcomings in practices, such as in training teams. 3) Third Topic of Interest: How did Covid affect how students learn and how teachers taught during the pandemic?
Gap Statement:
COVID-19 pandemic situation has pushed many higher education in-
stitutions into a fast-paced, and mostly unstructured, emergency remote education process.
Reference
Oliveira, G.,
Grenha Teixeira, J.,
Torres, A., &
Morais, C.
(2021).
An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic.
British Journal of Educational Technology,
52,
1357–
1376.
https://doi.org/10.1111/bjet.13112
This article researched the personal adaptation theme highlights the burden and struggle to fully adopt technology for teaching, triggering disruption to instruction, derived from teachers'
technological anxiety, complexity, illiteracy and competency (Brown, 2016; Hung & Chou, 2015; Rasheed et al., 2020). Additionally, teachers were having to adjust to the chal-
lenges of working from home whilst accommodating general workload intensification, af-
fecting their work
–life balance (Watermeyer et al., 2021).