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An Innovative Beginning Teacher Induction Program: A Two-Year Analysis of Classroom Interactions

Classroom observational data from an innovative 2-year, university-based teacher induction program indicate that the inductees made significant gains in the level of their teaching skills. First-year gains in instruction typically resulted from improvements in the classroom organizational and management skills of the inductees. Second-year gains tended to be related to changes in more intellectually complex areas of teaching.