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General and Special Education Teachers' Advice Networks: A Social Network Analysis

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Title: General and Special Education Teachers' Advice Networks: A Social Network Analysis
Language: English
Authors: Hannah Morris Mathews (ORCID 0000-0002-8004-0744), Christopher Redding (ORCID 0000-0003-0850-9322), Danielle Jeannite (ORCID 0009-0007-2464-4467), Tracy Morrison Sweet
Source: Teacher Education and Special Education. 2026 49(2):97-115.
Availability: SAGE Publications. 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: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Special Education Teachers, Language Arts, English Instruction, Mathematics Instruction, Social Networks, Elementary School Teachers, Inclusion, Teaching Conditions, Information Seeking, Interaction, Teacher Collaboration, Students with Disabilities, Regular and Special Education Relationship
DOI: 10.1177/08884064251382888
ISSN: 0888-4064
1944-4931
Abstract: Meaningful professional connections are crucial to enacting inclusive education policy. Yet, extant qualitative research suggests that special education teachers' (SETs) professional experiences are often marked by isolation, devaluation, and subordination. Informed by homophily theory, in the present study, we extend beyond SETs' individual experiences to take an organizational perspective. We explore patterns of advice and information seeking, providing, and brokering between general education teachers (GETs) and SETs regarding English language arts (ELA) and mathematics using social network data from 14 elementary schools in one district. Our results suggest that SETs were differently positioned in content area networks, the work necessary to be a part of these networks tended to fall on SETs, and GETs tended to have a slightly greater influence on their ELA networks than SETs. Results have implications for efforts to support and sustain meaningful connections between teachers, a crucial aspect of collaboration for inclusive practice.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502215
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Hannah+Morris+Mathews%22">Hannah Morris Mathews</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8004-0744">0000-0002-8004-0744</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Redding%22">Christopher Redding</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0850-9322">0000-0003-0850-9322</externalLink>)<br /><searchLink fieldCode="AR" term="%22Danielle+Jeannite%22">Danielle Jeannite</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-2464-4467">0009-0007-2464-4467</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tracy+Morrison+Sweet%22">Tracy Morrison Sweet</searchLink>
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  Data: SAGE Publications. 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: 10.1177/08884064251382888
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  Data: Meaningful professional connections are crucial to enacting inclusive education policy. Yet, extant qualitative research suggests that special education teachers' (SETs) professional experiences are often marked by isolation, devaluation, and subordination. Informed by homophily theory, in the present study, we extend beyond SETs' individual experiences to take an organizational perspective. We explore patterns of advice and information seeking, providing, and brokering between general education teachers (GETs) and SETs regarding English language arts (ELA) and mathematics using social network data from 14 elementary schools in one district. Our results suggest that SETs were differently positioned in content area networks, the work necessary to be a part of these networks tended to fall on SETs, and GETs tended to have a slightly greater influence on their ELA networks than SETs. Results have implications for efforts to support and sustain meaningful connections between teachers, a crucial aspect of collaboration for inclusive practice.
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      – SubjectFull: English Instruction
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      – TitleFull: General and Special Education Teachers' Advice Networks: A Social Network Analysis
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