This paper examines 23 induction programs, 11 conducted and reported between 1967-1977 and 12 conducted and reported since the onset of the 1980s educational reform movement. Earlier reviewers of pre-1980 (Zeichner, 1979) and post-1980 (Huling-Austin, 1988) induction programs differ in their beliefs about whether or not research data support the assumption that induction programs aid in the development and retention of beginning teachers. Zeichner, although he acknowledged that induction programs make sense on logical grounds, found empirical evidence to support his designation of assumptions and findings as "highly equivocal." Huling-Austin, on the other hand, believed the programs she reviewed provided research data to support the same assumptions. This review explores whether purposes, activities, and evaluations of induction programs generated by the reform movement reflect developing knowledge and ideas about teachers and teaching that might account for the differing conclusions of earlier reviewers. Approximately 75 references are provided. (Author/LL)