Generally, induction programs focus on the assessment of beginning teachers' skills rather than providing support and assistance. The author proposes a model program which encourages self-evaluation through reflection. (MT)

This article reports on a large-scale study of beginning teacher programs in two states. The purpose was to describe how certain induction programs affected the transition from student of teaching to teacher. Findings related to program implementation and program effects are summarized, and implications are discussed. (MT)

After a beginning teacher support system had been in place a year, 108 new teachers were asked their reactions to the mentoring program. They perceived the program to be effective. Suggestions for improvement are discussed. (MT)

A study was made of 86 first-year and 79 new-to-the-system teachers to see what assistance the teachers requested and what help was offered by support personnel in response to their perceptions of the teachers' needs. Results are discussed. (MT)

This article briefly reviews literature on beginning teachers and the need for induction programs. An existing teacher induction program at the University of Wisconsin-Whitewater is described, and results of a study of the program's effectiveness is presented. (MT)

This bibliography lists a few of the journal articles and documents available in the ERIC system on the topic of teacher induction. (MT)

The authors present their reactions to other articles on teacher induction in the same journal issue, and highlight the possibilities and problems of induction programs. (MT)

The literature on wait time is reviewed and effects on students described. Different training procedures used to increase wait time are compared. The appropriateness of extending the wait time for students with special needs is also discussed. (MT)

This study compared the opinions of teacher educators, teachers, and state directors of special education on the importance of including various topics in special education teacher training programs. Results are discussed. (MT)

This article examines teacher resistance to a particular instructional innovation, hypothesizes that teachers filter information through a series of experiential constraints, and suggests implications for teacher educators and researchers. (MT)

The author updates information on teacher competency testing and discusses issues that should be considered by states planning the development and implementation of competency testing programs. Recommendations are made. (MT)

A nationwise survey of social foundations faculty was made to create a profile of professional preparation patterns. The results document the difficulties facing foundations faculties and departments. The authors make recommendations to improve undergraduate foundations courses.

The authors suggest solutions are emerging to the problem of attracting and retaining minority teacher candidates. Developing testwiseness programs and providing minority students with mentors and role models are discussed. (MT)

Good teaching can be divided into three conceptual categories: science-research, theory-philosophy, and art-craft. The author defines and discusses these categories in terms of the developmental stages of teacher growth. (MT)

The authors describe efforts at their institutions to foster curriculum change. The two phases of their change process model consist of preparation for change, and design and implementation of the plan. Successes, problems, direct and indirect benefits of a revised curriculum are identified. (MT)