A Comparative Study of the Philadelphia Leadership Program at the Pennsylvania State University.

Autor/in	Richardson, Eugene J., Jr.
Titel	A Comparative Study of the Philadelphia Leadership Program at the Pennsylvania State University.
Quelle	(1973), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Administrator Characteristics; Administrators; Admission Criteria; Admission (School); Adult Education; Certification; Doctoral Programs; Educational Administration; Higher Education; Leadership Training; Principals; Program Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Abschlusszeugnis; Zertifizierung; Doktorandenprogramm; Bildungsverwaltung; Schuladministration; Schulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Führungslehre; Principal; Schulleiter; Programme evaluation; Programmevaluation
Abstract	This study was designed to determine if specially funded administrative training programs selecting participants through nonacademic criteria can be successful according to graduate school measures of success. The success of students admitted according to special criteria was compared with the success of students admitted through regular academic criteria. The study is also intended to determine if potential minority group administrators can be identified through measures of personal competence. This study of the Philadelphia Leadership Program (PLP) was conducted at The Pennsylvania State University. This program is a part of the federally funded Advanced Administrative Training Program of the School District of Philadelphia. The PLP has two sections, one for doctoral students in Educational Administration and one for students seeking principalship certification. In this study the minority group students of PLP were compared with non-minority students studying Educational Administration. The mean grade point averages of the students in the special program were compared with those of random samples of non-minority students who were admitted through regular admissions requirements. The mean Miller Analogies Test score of the special students was also compared with that of the random sample of regularly admitted doctoral students. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC