Hoffman and his colleagues report the findings from a large scale investigation of two state-mandated beginning teacher programs. The primary goal of their research was to documentthe ways in which beginning teacher programs af fect the transition from student of teach ing to regular classroom teacher. Exten sive data were collected on 16 first year teachers in two states. Data analyses fo cused on the areas of program imple mentation and program effects. The findings are discussed in terms of the research literature on teacher induction and vis-a-vis trends in state policies for teacher certification.
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