Toward Effective Research-to-Practice Partnerships: Understanding Readiness Indicators for Participation in Secondary Transition Research
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| Title: | Toward Effective Research-to-Practice Partnerships: Understanding Readiness Indicators for Participation in Secondary Transition Research |
|---|---|
| Language: | English |
| Authors: | Dawn A. Rowe (ORCID |
| Source: | Grantee Submission. 2025. |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A220161 |
| Document Type: | Reports - Descriptive |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Educational Research, Partnerships in Education, Special Education, Readiness, Scoring Rubrics, School Districts, High Schools, Students with Disabilities |
| DOI: | 10.1177/21651434251381303 |
| Abstract: | High rates of attrition in secondary transition research present a persistent challenge to sustaining research-to-practice partnerships (RPPs) in special education. Districts and schools often face structural, leadership, and personnel barriers that hinder their ability to participate fully in research, particularly in initiatives focused on improving postschool outcomes for students with disabilities. Similarly, higher education and research institutions contend with systemic challenges, including rigid timelines, funding constraints, and top-down research agendas, which can limit their ability to engage in RPPs. This conceptual paper introduces the School/District Readiness Rubric for Secondary Transition Research, a tool designed to assess readiness across five domains: institutional capacity, infrastructure and resources, administrative commitment, sustainability potential, and collaborative community partnerships. Informed by implementation science, RPP literature, and feedback from high schools that withdrew from a federally funded efficacy study, the rubric aims to minimize attrition, strengthen school-researcher collaboration, and enhance the long-term feasibility of transition research efforts. Practical guidance is offered for using the rubric to (a) align research initiatives with district and institutional priorities, (b) support grant development, and (c) co-design studies that are both methodologically rigorous and grounded in the realities of practice and policy contexts. [This is the online version of an article published in "Career Development and Transition for Exceptional Individuals."] |
| Abstractor: | As Provided |
| Notes: | https://osf.io/xvfqy |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | ED679416 |
| Database: | ERIC |
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