Management of classroom behaviors: Perceived readiness of education interns

Dennis Garland, Krista Vince Garland, Eleazar Vasquez


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.


teacher preparation; behavior management; evidence-based practices; student internships

Full Text:


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.










ISSN 1527-9316