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Key Lessons About Induction for Policy Makers and Researchers


by Andrew J. Wayne — 2012

This final chapter digests the core chapters of this volume, which draws together some of the most sophisticated thinking on new teacher induction from the last decade. In so doing, this chapter attends to five key understandings about induction programs, including their context, design, implementation, and outcomes. These understandings emerge as highly relevant to those who design induction programs as well as researchers, as they continue to build the knowledge base on teacher induction.


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This article originally appeared as NSSE Yearbook Vol 111. No. 2.


Cite This Article as: Teachers College Record Volume 114 Number 14, 2012, p. 491-498
http://www.tcrecord.org ID Number: 18400, Date Accessed: 6/24/2017 11:34:36 AM

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About the Author
  • Andrew Wayne
    American Institutes for Research
    E-mail Author
    ANDREW J. WAYNE is a principal research analyst at the American Institutes for Research. His research focuses on teacher policy and includes work on many approaches to improving teacher quality, including preservice preparation, hiring, induction, professional development, and advanced certification. His recent publications with colleagues include “Experimenting With Teacher Professional Development: Motives and Methods” (Educational Researcher), “Improving Teacher Induction” (Educational Leadership), and “Teacher Characteristics and Student Achievement Gains: A Review” (Review of Educational Research).
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