网络意图的重要性:研究中等特殊教育工作者机构间合作的预测因素

IF 1.6 3区 教育学 Q2 EDUCATION, SPECIAL
Jennifer L. Bumble, Sheida K. Raley, Elizabeth E. Biggs, Kelli A. Sanderson, Evan E. Dean, Karrie A. Shogren
{"title":"网络意图的重要性:研究中等特殊教育工作者机构间合作的预测因素","authors":"Jennifer L. Bumble, Sheida K. Raley, Elizabeth E. Biggs, Kelli A. Sanderson, Evan E. Dean, Karrie A. Shogren","doi":"10.1177/21651434241261316","DOIUrl":null,"url":null,"abstract":"Interagency collaboration (IAC) is mandated by 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 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.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"41 1","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators\",\"authors\":\"Jennifer L. Bumble, Sheida K. Raley, Elizabeth E. Biggs, Kelli A. Sanderson, Evan E. Dean, Karrie A. Shogren\",\"doi\":\"10.1177/21651434241261316\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Interagency collaboration (IAC) is mandated by 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 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.\",\"PeriodicalId\":47075,\"journal\":{\"name\":\"Career Development and Transition for Exceptional Individuals\",\"volume\":\"41 1\",\"pages\":\"\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-07-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Career Development and Transition for Exceptional Individuals\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/21651434241261316\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Career Development and Transition for Exceptional Individuals","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/21651434241261316","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

摘要

机构间合作(IAC)是联邦立法规定的,也是过渡文献中公认的最佳实践。与此同时,对更多机构间合作的预测因素,以及中学特殊教育工作者与跨学校系统、服务系统和社区的合作伙伴合作以支持过渡过程的广度进行的研究却很有限。我们对中西部某州的 376 名中学特殊教育工作者进行了定量调查,通过记录他们社交网络的特征(即多样性、沟通模式和交换支持),研究了他们的 IAC 实践。此外,我们还研究了哪些可塑因素(包括网络意向性、合作自我效能感、创新行动以及获得以过渡为重点的专业发展)与更多的 IAC 相关联。这些发现为以过渡为重点的 IAC 提供了更深入的描绘,并对特殊教育工作者和教师准备课程产生了影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators
Interagency collaboration (IAC) is mandated by 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 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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
5.40
自引率
15.20%
发文量
24
期刊介绍: Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信