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The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators

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Title: The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators
Language: English
Authors: Jennifer L. Bumble (ORCID 0000-0002-1466-3046), Sheida K. Raley (ORCID 0000-0001-8422-1916), Elizabeth E. Biggs, Kelli A. Sanderson (ORCID 0000-0002-9483-8474), Evan E. Dean (ORCID 0000-0001-5454-1791), Karrie A. Shogren (ORCID 0000-0001-7925-1299)
Source: Career Development and Transition for Exceptional Individuals. 2025 48(3):212-226.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Sponsoring Agency: Administration for Community Living (ACL) (DHHS)
Contract Number: 90DDCI00030111
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Predictor Variables, Agency Cooperation, Secondary School Teachers, Special Education Teachers, Social Networks, Special Education, Self Efficacy, Innovation, Professional Development, Teacher Education Programs, Social Capital
DOI: 10.1177/21651434241261316
ISSN: 2165-1434
2165-1442
Abstract: Interagency collaboration (IAC) is mandated by U.S. federal legislation and is a well-established best practice in the transition literature. At the same time, there is limited research that examines the predictors of greater IAC, and the breadth of partners that secondary special educators collaborate with across school systems, service systems, and communities to support the transition process. Using a quantitative survey of 376 secondary special educators in a Midwestern U.S. state, we examined their IAC practices by documenting the characteristics of their social networks (i.e., diversity, communication patterns, and supports exchanged). Furthermore, we examined which malleable factors including network intentionality, collaboration self-efficacy, innovative action, and access to transition-focused professional development were associated with greater IAC. These findings provide a deeper portrait of transition-focused IAC and have implications for special educators and teacher preparation programs.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476990
Database: ERIC
FullText Text:
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  Data: The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators
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  Data: <searchLink fieldCode="AR" term="%22Jennifer+L%2E+Bumble%22">Jennifer L. Bumble</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1466-3046">0000-0002-1466-3046</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sheida+K%2E+Raley%22">Sheida K. Raley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8422-1916">0000-0001-8422-1916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+E%2E+Biggs%22">Elizabeth E. Biggs</searchLink><br /><searchLink fieldCode="AR" term="%22Kelli+A%2E+Sanderson%22">Kelli A. Sanderson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9483-8474">0000-0002-9483-8474</externalLink>)<br /><searchLink fieldCode="AR" term="%22Evan+E%2E+Dean%22">Evan E. Dean</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5454-1791">0000-0001-5454-1791</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karrie+A%2E+Shogren%22">Karrie A. Shogren</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7925-1299">0000-0001-7925-1299</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Career+Development+and+Transition+for+Exceptional+Individuals%22"><i>Career Development and Transition for Exceptional Individuals</i></searchLink>. 2025 48(3):212-226.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Administration for Community Living (ACL) (DHHS)
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Agency+Cooperation%22">Agency Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink>
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  Data: 10.1177/21651434241261316
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  Data: Interagency collaboration (IAC) is mandated by U.S. federal legislation and is a well-established best practice in the transition literature. At the same time, there is limited research that examines the predictors of greater IAC, and the breadth of partners that secondary special educators collaborate with across school systems, service systems, and communities to support the transition process. Using a quantitative survey of 376 secondary special educators in a Midwestern U.S. state, we examined their IAC practices by documenting the characteristics of their social networks (i.e., diversity, communication patterns, and supports exchanged). Furthermore, we examined which malleable factors including network intentionality, collaboration self-efficacy, innovative action, and access to transition-focused professional development were associated with greater IAC. These findings provide a deeper portrait of transition-focused IAC and have implications for special educators and teacher preparation programs.
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  Data: 2025
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  Data: EJ1476990
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