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Examining the Social Networks of Special Educators Supporting Transition-Aged Students: An Explanatory Sequential Mixed Methods Study
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Examining the Social Networks of Special Educators Supporting Transition-Aged Students: An Explanatory Sequential Mixed Methods Study. |
| 개인저자 | Bumble, Jennifer Lynn. |
| 단체저자명 | Vanderbilt University. Special Education. |
| 발행사항 | [S.l.]: Vanderbilt University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 102 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781085777094 |
| 학위논문주기 | Thesis (Ph.D.)--Vanderbilt University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Carter, Erik W. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | Successful transition outcomes for youth with disabilities necessitate collaboration within and beyond the school system. Ideally, this collaboration entails a wide range of professionals across school systems, service systems, and communities coming together as part of a "transition network" to contribute to transition planning, services, and supports. Using a statewide survey of 509 middle and high school special educators and 10 semi-structured interviews, this mixed methods study (a) examined the characteristics of transition networks and factors associated with network size, and (b) explored educators' perspectives and experiences related to their transition networks. Quantitative analyses indicated that larger transition networks were associated with working in a high school, primarily supporting students with moderate/severe disabilities, and reporting higher levels of knowledge about how to establish collaborative partnerships. Qualitative findings cross-validated the quantitative data, and outlined recommendations for building "effective" transition networks. These findings extend the literature on transition collaboration and have important implications for special educators, school administrators, and district staff. |
| 일반주제명 | Special education. Disability studies. Secondary education. Teacher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
