Management of classroom behaviors: Perceived readiness of education interns

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Dennis Garland Krista Vince Garland Eleazar Vasquez

Abstract

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.

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How to Cite
Garland, D., Garland, K., & Vasquez, E. (2013). Management of classroom behaviors: Perceived readiness of education interns. Journal of the Scholarship of Teaching and Learning, 13(2), 133-147. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/3281
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