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 |
| 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 |
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