期刊名称：Journal of the Scholarship of Teaching and Learning
印刷版ISSN：1527-9316
出版年度：2013
卷号：13
期号：2
页码：133-147
语种：English
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：Education students at a large research university participated in internships during their final semesters as part of their respective programs of study as a capstone experience. Qualitative and quantitative methods were used to collect data on the perceptions of interns’ readiness and knowledge of evidence-based practices to manage classroom behaviors for students with exceptionalities in inclusive settings. Emergent themes include general feeling of readiness to manage classroom behaviors. However, a desire for earlier access to actual classroom experiences was also expressed, as was the desire for greater instruction in evidence-based practices to manage behaviors for students with exceptionalities.
