Variables that predict Partnership Academy Assessment Center candidates' "promotability" to school administration positions
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- Type
- dissertation
- Published
- 1989-01-01
- Cited by
- 0
- References
- 63
- Access
- Open access
- OpenAlex
- https://openalex.org/W109812465
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:151266276
Keywords
Center (category theory), General partnership, Administration (probate law), Psychology, Medical education
References
- Comparison of "real life" assessments of management potential with situational exercises, paper-and-pencil ability tests, and personality inventories.
- The Preparation and Selection of School Principals.
- The Elementary School Principalship in 1978: A Research Study.
- Excellent Schools: The Leadership Functions of Principals.
- The Senior High School Principalship. Volume III: The Summary Report.
- The NASSP Assessment Center Develops Leadership Talent.
- The Middle Level Principalship. Volume I: A Survey of Middle Level Principals and Programs. Report of National Study of Schools in the Middle.
- Women and educational leadership
- Discriminant analysis and classification procedures: theory and applications
- Latent trait theory for organizational research
- An Eight-Year Follow-Up of a Management Assessment Center.
- Constructs and assessment center dimensions: Some troubling empirical findings
- NASSP's Assessment Center: Practitioners Speak Out
- Situation specificity of behavior and assessment center validation strategies: a rejoinder to Neidig and Neidig
- Foundations of Behavioral Research
- Job Orientation of Males and Females: Are Sex Differences Declining?.
- WHY DO ASSESSMENT CENTERS WORK? THE PUZZLE OF ASSESSMENT CENTER VALIDITY
- Relationship of assessment-center performance to management progress of women.
- Interrater reliability in situational tests.
- A comparison of the predictive validity of assessment center evaluations versus traditional measures in forecasting supervisory job performance: Interpretive implications of criterion distortion for the assessment paradigm.
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