Based on this point map, the statements were grouped into clusters that show the domains associated with Tech Prep student outcomes. Ward's hierarchical cluster analysis (Everitt, 1980; Ward, 1963) was used by the "Concept System" program on the X-Y coordinate data obtained from the MDS (Trochim, 1989b). The MDS partitions the points on the map into cluster solutions where each solution shows the average priority ratings of each statement and cluster. The Concept System allows a researcher to impose solutions having from four to twenty clusters. Within each cluster, statements with average ratings approaching 5.0 are a high priority; those having average ratings nearer 1.0 are a low priority. The map also shows the relationships of the statements (shown as points on a cluster map) and clusters to each other, called bridging values. Statements with bridging values approaching zero are highly associated with surrounding statements, meaning these statements were sorted by many of the respondents with other statements in close proximity. In contrast, statements having bridging values approaching 1.0 show little association with surrounding statements. Average bridging values are also computed for clusters. Clusters with lower bridging values indicate more concise concepts (or constructs), while clusters with higher bridging values are less clear and interpretable. These clusters are called "bridging clusters" because they act as a link between other clusters in the map.
Based on a qualitative interpretation of the maps, a decision was made to select a nine-cluster solution as the best way to portray the domains associated with Tech Prep student outcomes.[7] Figure 2 presents the nine-cluster solution with the label developed for each cluster, along with the average cluster rating and average bridging value. (For example, for "communications" the average cluster rating is 3.61 and the average bridging value is .59.) Table 5 lists the statements within each cluster, their ratings, the average cluster ratings, and the average bridging values.
Cluster 1: Communications
|
Rating
|
Bridging
|
| 1
create meaning from messages communicated through listening
|
4.28
|
0.66
|
| 78
apply the English language correctly (spelling, grammar, structure)
|
4.28
|
0.51
|
| 47
communicate ideas and information through speaking
|
4.23
|
0.49
|
| 26
demonstrate oral and verbal proficiency in technical communication (reports,
policies, procedures)
|
4.10 |
0.48 |
| 30
communicate ideas and information through writing
|
3.93
|
0.46
|
| 2
understand nonverbal communication
|
3.47
|
0.70
|
| 24
communicate ideas by quantifying with whole, rational, real, and/or complex
numbers
|
3.13 |
0.37 |
| 4
communicate ideas and emotions through the fine arts (e.g., art, music, dance)
|
2.56
|
1.00
|
| 97
understand and communicate in a second language
|
2.52
|
0.59
|
| Cluster
average
|
3.61
|
0.59
|
Cluster 2: Information Use & Decision-Making
|
Rating
|
Bridging
|
| 29
use computers and other electronic technology to gather, organize, manipulate,
and present information
|
4.37 |
0.24 |
| 51
use critical thinking skills in a variety of situations
|
4.10
|
0.37
|
| 50
construct meaning through reading for information, literary experience,
and to perform a task
|
4.00 |
0.44 |
| 40
apply logical reasoning to develop solutions to complex problems
|
3.98
|
0.30
|
| 41
select, use, and maintain appropriate tools, information, materials, and
equipment
|
3.93 |
0.30 |
| 71
use decision-making processes to make informed choices among options
|
3.93
|
0.32
|
| 72
use research tools to locate sources of information and ideas relevant to a
specific need or problem
|
3.84 |
0.28 |
| 7
organize information through the development and use of classification rules
and systems
|
3.72 |
0.33 |
| 87
understand the relationships between theory and practice in a technical area
|
3.60
|
0.33
|
| 74
acquire, store, allocate, and use materials and space efficiently
|
3.51
|
0.31
|
| 64
design, maintain, and improve systems
|
3.44
|
0.22
|
| 70
prepare and use budgets, make forecasts, keep records, and make adjustments to
meet objectives
|
3.43 |
0.32 |
| Cluster
average
|
3.89
|
0.31
|
| Cluster
3: Technology & Quality Management
|
Rating
|
Bridging
|
| 9
adapt to emerging technology and adjust to changing work environments
|
4.56
|
0.37
|
| 83
prepare and follow schedules, and manage time efficiently
|
4.12
|
0.27
|
| 34
know how social, organizational, and technological systems work
|
4.11
|
0.57
|
| 79
apply appropriate safety and environmental measures
|
4.11
|
0.34
|
| 90
recognize and apply quality standards
|
3.97
|
0.25
|
| 66
use goal-relevant activities, rank them, and allocate time for them
|
3.59
|
0.37
|
| 92
understand how technology affects quality of life
|
3.53
|
0.59
|
| Cluster
average
|
3.92
|
0.39
|
Cluster 4: Math & Science
|
Rating
|
Bridging
|
| 6
apply basic algebra and geometry to solve technical and work-related problems
|
4.07
|
0.09
|
| 53
use division, multiplication, addition, and subtraction with real numbers,
decimals, fractions, integers, roots, and powers
|
3.87 |
0.09 |
| 94
read and create charts, tables, and graphs
|
3.67
|
0.19
|
| 13
use appropriate and relevant scientific methods to solve specific problems in
real-life situations
|
3.52 |
0.21 |
| 48
demonstrate an ability to calculate through ratios, proportions, and percentages
|
3.52
|
0.12
|
| 56
use scientific methods to acquire information, plan investigations, use
scientific tools, and communicate results
|
3.43 |
0.10 |
| 93
apply advanced algebra, analytic geometry, and/or calculus to solve technical
and work-related problems
|
3.15 |
0.06 |
| 52
use models and scales to explain or predict the organization, function, and
behavior of objects, materials, and living things
|
3.08 |
0.17 |
| 62
use the metric system and convert between metrics and traditional systems
|
2.82
|
0.07
|
| Cluster
average
|
3.46
|
0.12
|
Cluster 5: Educational Attainment
|
Rating
|
Bridging
|
| 22
complete secondary school
|
4.59
|
0.21
|
| 3
make academic progress on grade level
|
4.07
|
0.29
|
| 49
complete postsecondary school
|
3.72
|
0.22
|
| 60
make a smooth transition from secondary to postsecondary education
|
3.72
|
0.22
|
| 69
enter postsecondary programs without remediation
|
3.63
|
0.22
|
| 89
succeed in the transition from secondary or postsecondary education to a 4-year
college
|
3.48 |
0.23 |
| 32
earn college credit in high school
|
2.57
|
0.22
|
| Cluster
average
|
3.68
|
0.23
|
| Cluster
6: School-to-Work Transition
|
Rating
|
Bridging
|
| 36
make a successful transition from education to employment
|
4.51
|
0.53
|
| 8
recognize the need for lifelong learning to enhance skills and learn new skills
|
4.49
|
0.46
|
| 46
attend school regularly
|
4.38
|
0.41
|
| 11
apply knowledge, skills, and learning strategies to career and life choices
|
4.28
|
0.45
|
| 88
participate in work-based learning experiences
|
4.23
|
0.42
|
| 43
demonstrate motivation to learn
|
4.16
|
0.47
|
| 23
expand own knowledge by making connections with new and unfamiliar knowledge,
skills, and experiences
|
4.15 |
0.52 |
| 80
develop and follow through on individual career plans and goals
|
4.10
|
0.48
|
| 45
demonstrate a positive attitude toward school
|
3.93
|
0.49
|
| 77
achieve certification of mastery in an occupation
|
3.77
|
0.45
|
| 54
achieve and maintain employability in a high-wage job
|
3.69
|
0.41
|
| 75
have awareness of and interest in technical careers
|
3.52
|
0.45
|
| 82
gain experience in all aspects of an industry
|
3.45
|
0.43
|
| 58
know the history of a particular occupation
|
2.80
|
0.46
|
| Cluster
average
|
3.96
|
0.46
|
Cluster 7: Personal Attributes, Attitudes, & Employability
Skills
|
Rating
|
Bridging
|
| 76
be honest and demonstrate integrity
|
4.72
|
0.00
|
| 68
be dependable and punctual
|
4.69
|
0.00
|
| 31
demonstrate self-control and self-discipline
|
4.36
|
0.02
|
| 65
monitor and correct own performance
|
4.33
|
0.21
|
| 33
know employer expectations for job performance
|
4.28
|
0.26
|
| 5
demonstrate consistent, respectful, and caring behavior
|
4.28
|
0.11
|
| 35
demonstrate the ability to be adaptable and flexible
|
4.25
|
0.00
|
| 37
make ethical decisions
|
4.23
|
0.14
|
| 73
show appropriate personal appearance and attitude
|
4.21
|
0.01
|
| 38
know own abilities, strengths, and weaknesses
|
4.15
|
0.14
|
| 85
work without close supervision
|
4.12
|
0.07
|
| 39
maintain good physical, mental, and emotional health
|
4.08
|
0.12
|
| 44
use initiative, imagination, and creativity
|
3.98
|
0.28
|
| 81
be loyal to an employer
|
3.98
|
0.01
|
| 42
build own self-esteem
|
3.97
|
0.16
|
| 10
exercise leadership in a variety of situations
|
3.74
|
0.10
|
| 84
work under tension or pressure
|
3.60
|
0.07
|
| 55
articulate personal values and beliefs as they relate to a particular occupation
|
3.34
|
0.35
|
| Cluster
average
|
4.13
|
0.11
|
| Cluster
8: Work & Interpersonal Relationships
|
Rating
|
Bridging
|
| 15
show good working relationships with superiors and coworkers in an occupational
role
|
4.43 |
0.11 |
| 14
participate as a member of a team
|
4.38
|
0.10
|
| 12
get along with a variety of people
|
4.30
|
0.13
|
| 20
know how to give and take instructions
|
4.28
|
0.27
|
| 17
serve clients/customers
|
4.05
|
0.16
|
| 25
plan and work together in meetings
|
4.05
|
0.17
|
| 96
understand the principles of competition, cooperation, and leadership in a work
environment
|
3.98 |
0.28 |
| 21
appreciate the diversity of values and cultural differences among people
|
3.75
|
0.34
|
| 91
understand the norms and values of the work culture
|
3.63
|
0.38
|
| 18
teach others new skills
|
3.31
|
0.22
|
| 19
resolve conflict based on divergent interests and perspectives
|
3.25
|
0.32
|
| 16
evaluate others' performance and provide feedback
|
3.16
|
0.12
|
| 59
observe, analyze, and interpret human behaviors to acquire a better
understanding of self, families, and other human relationships
|
3.12 |
0.44 |
| 27
appreciate own and others' artistic products and performances
|
2.80
|
0.52
|
| Cluster
average
|
3.75
|
0.26
|
Cluster 9: Democratic & Participatory Strategies
|
Rating
|
Bridging
|
| 28
apply group problem-solving strategies
|
3.80
|
0.43
|
| 61
recognize and apply the democratic principles of justice, equality,
responsibility, choice, and freedom
|
3.54 |
0.57 |
| 57
be critically aware of social issues involved in a field of interest
|
3.37
|
0.63
|
| 86
demonstrate awareness of workforce and societal trends
|
3.35
|
0.45
|
| 95
prepare for direct participation in the democratic process
|
3.22
|
0.68
|
| 98
recognize differences and commonalities in the human experience through
productions, performances, or interpretations
|
3.12 |
0.82 |
| 63
recognize the geographic interaction between people and their surroundings and
make responsible decisions for the environment
|
2.98 |
0.38 |
| 67
recognize varying forms of government and address issues of importance to
citizens in a democracy
|
2.92 |
0.71 |
| Cluster
average
|
3.29
|
0.58
|
The nine-cluster concept map for all participants presents a great deal of information about how the entire group conceptualized Tech Prep student outcomes. First, all of the items and clusters received relatively high ratings on a 1 to 5 scale where 1 meant "very low" to 5 meant "very high" priority. All of the clusters representing the 98 Tech Prep student outcomes statements were given an average rating well above 3.00, indicating all of the clusters had at least a moderate level of priority for the respondents. Looking at the nine clusters, one was rated above 4.0 and two were near that level, indicating these clusters were perceived to be of highest priority to the respondents. The most highly rated cluster was "Personal Attributes, Attitudes, and Employability Skills" with a cluster average of 4.13. This cluster includes statements about honesty, integrity, dependability, and punctuality. The composition of this cluster bares a striking resemblance to the personal qualities described as foundational competencies by SCANS (U.S. Department of Labor, 1991). Another high priority cluster, having a cluster average of 3.96, was labeled "School-to-Work Transition" because of the parallel of the statements in the cluster to the key concepts portrayed in the federal STWO legislation. Finally, the third high priority cluster, with an average of 3.92, was labeled "Technology and Quality Management" because of the mix of statements contained therein having to do with such concepts.
The cluster of outcomes receiving the lowest average rating was "Democratic and Participatory Strategies," showing an average rating of 3.29. This cluster contained statements having to do with democracy, social awareness, diversity, and group processes. The next lowest rated cluster was "Math and Science" with a cluster average rating of 3.46. Within this cluster, outcomes statements having a more basic or applied focus received higher ratings than statements of a more abstract and advanced nature. For example, to apply basic algebra and geometry was given an average rating of 4.07 compared to the statement specifying advanced algebra, analytic geometry, and/or calculus which received a lower average rating of 3.15.
Once the importance of each cluster is understood, it is important to examine the relative location of the clusters, one to another, on the map. First, the two clusters located in the northwest and northern portion of the map represent the academic domains of "Communications" and "Math and Science." On the opposite side of the map, in the eastern and southeast portions, are "School-to-Work Transition" and "Personal Attributes, Attitudes, and Employability Skills." The fact that what appears to be vocationally and academically oriented outcomes show up on opposite sides of the map is an important finding, especially where the bridging values are low as in the case of "Math and Science" and "Personal Attributes, Attitudes, and Employability Skills" showing respondents rarely put such statements together and therefore did not see them as closely associated. Furthermore, the participants gave the "School-to-Work Transition" and "Personal Attributes, Attitudes, and Employability Skills" clusters higher average ratings than the "Communications" and "Math and Science" clusters. Although, as was suggested previously, it is important to remember that all of the clusters received a moderate to high priority rating.
The three clusters in the middle of the map labeled "Information Use and Decision-Making," "Technology and Quality Management," and "Work and Interpersonal Relationships" are important because they are located between the clusters of "Communications" and "Math and Science" and the clusters of "School-to-Work Transition" and "Personal Attributes, Attitudes, and Employability Skills." These clusters received average ratings between 3.75 and 3.92, showing they are a relatively high priority to the respondents. Within each of these clusters is a mix of items drawn from the literature used to create the instrumentation for this study. For example, the "Information Use and Decision-Making" cluster contains an item drawn from the science literature (i.e., "use computers and other electronic technology to gather, organize, manipulate, and present information"); an item from the communications literature (i.e., "construct meaning through reading for information, literary experience, and to perform a task"); and an item from the vocational/occupational literature (i.e., "select, use, and maintain appropriate tools, information, materials, and equipment"). Similarly, within the cluster labeled "Technology and Quality Management" are items found in the science, vocational, and management literature. Possibly, the mix of outcomes statements within these clusters provides a nucleus of concepts useful to the integration of vocational and academic education called for by Tech Prep.
With regard to this notion of vocational and academic integration, we are reminded that three clusters located around the parameter of the map had fairly high bridging values, meaning the statements within the clusters were not consistently sorted with other statements in the same clusters. These three clusters were "Communications" with an average bridging value of .59, "Democratic and Participatory Strategies" with an average bridging value of .58, and "School-to-Work Transition" with a slightly lower average bridging value of .46. The significance of this finding is that these clusters represent concepts that bridge other clusters, suggesting "Communications," "Democratic and Participatory Strategies," and "School-to-Work Transition" may be constructs that connect clusters, suggesting a different way of thinking about vocational and academic integration.
Figure 3 presents the average cluster ratings for each subgroup for the nine-cluster concept map created by all participants.[8] Several conclusions can be drawn from this map that confirm prior observations, but also provide new insights about Tech Prep student outcomes. First, with respect to several clusters there is virtually no difference in how the subgroups rated the clusters. This conclusion applies to such clusters as "Educational Attainment," "Work and Interpersonal Relations," and "Technology and Quality Management," showing there is substantial agreement among the subgroups regarding the level of priority that should be placed on these outcomes. However, in a few cases, students gave higher average ratings to clusters than other subgroups (e.g., see "School-to-Work Transition" and "Personal Attributes, Attitudes, and Employability Skills"). Two clusters are the exception to this conclusion: "Math and Science" and "Democratic and Participatory Strategies." With respect to the cluster labeled "Math and Science," students gave a lower rating than either educators or employers. With respect to "Democratic and Participatory Strategies," the average rating supplied by students was lower than educators, but higher than employers, although all subgroups gave this cluster a much lower average rating than any of the remaining clusters.
Cluster 1: Communications
|
Rating
|
Bridging
|
| 1
create meaning from messages communicated through listening
|
4.33
|
0.00
|
| 26
demonstrate oral and verbal proficiency in technical communication (reports,
policies, procedures)
|
4.29 |
0.10 |
| 30
communicate ideas and information through writing
|
4.25
|
0.11
|
| 50
construct meaning through reading for information, literary experience,
and to perform a task
|
4.21 |
0.23 |
| 78
apply the English language correctly (spelling, grammar, structure)
|
4.21
|
0.41
|
| 47
communicate ideas and information through speaking
|
4.13
|
0.06
|
| 2
understand nonverbal communication
|
3.61
|
0.15
|
| 4
communicate ideas and emotions through the fine arts (e.g., art, music, dance)
|
2.46
|
0.22
|
| 97
understand and communicate in a second language
|
2.17
|
0.26
|
| Cluster
average
|
3.74
|
0.17
|
Cluster 2: Analytic & Scientific
|
Rating
|
Bridging
|
| 29
use computers and other electronic technology to gather, organize, manipulate,
and present information
|
4.74 |
0.44 |
| 6
apply basic algebra and geometry to solve technical and work-related problems
|
4.21
|
0.49
|
| 7
organize information through the development and use of classification rules
and systems
|
3.91 |
0.36 |
| 53
use division, multiplication, addition, and subtraction with real numbers,
decimals, fractions, integers, roots, and powers
|
3.88 |
0.42 |
| 48
demonstrate an ability to calculate through ratios, proportions, and percentages
|
3.75
|
0.43
|
| 94
read and create charts, tables, and graphs
|
3.70
|
0.44
|
| 56
use scientific methods to acquire information, plan investigations, use
scientific tools, and communicate results
|
3.63 |
0.23 |
| 52
use models and scales to explain or predict the organization, function, and
behavior of objects, materials, and living things
|
3.29 |
0.39 |
| 24
communicate ideas by quantifying with whole, rational, real, and/or complex
numbers
|
3.25 |
0.33 |
| 93
apply advanced algebra, analytic geometry, and/or calculus to solve technical
and work-related problems
|
3.17 |
0.36 |
| 62
use the metric system and convert between metrics and traditional systems
|
2.88
|
0.33
|
| Cluster
average
|
3.67
|
0.38
|
| Cluster
3: Information Use & Decision Making
|
Rating
|
Bridging
|
| 51
use critical thinking skills in a variety of situations
|
4.25
|
0.60
|
| 71
use decision-making processes to make informed choices among options
|
4.21
|
0.50
|
| 41
select, use, and maintain appropriate tools, information, materials, and
equipment
|
4.17 |
0.66 |
| 83
prepare and follow schedules, and manage time efficiently
|
4.14
|
0.48
|
| 40
apply logical reasoning to develop solutions to complex problems
|
4.08
|
0.50
|
| 79
apply appropriate safety and environmental measures
|
4.00
|
0.46
|
| 72
use research tools to locate sources of information and ideas relevant to a
specific need or problem
|
3.92 |
0.46 |
| 13
use appropriate and relevant scientific methods to solve specific problems in
real-life situations
|
3.79 |
0.35 |
| 66
use goal-relevant activities, rank them, and allocate time for them
|
3.58
|
0.57
|
| 74
acquire, store, allocate, and use materials and space efficiently
|
3.54
|
0.61
|
| 70
prepare and use budgets, make forecasts, keep records, and make adjustments to
meet objectives
|
3.33 |
0.50 |
| Cluster
average
|
3.91
|
0.52
|
Cluster 4: Education & Career Attainment
|
Rating
|
Bridging
|
| 22
complete secondary school
|
4.75
|
0.12
|
| 11
apply knowledge, skills, and learning strategies to career and life choices
|
4.38
|
0.56
|
| 60
make a smooth transition from secondary to postsecondary education
|
4.17
|
0.12
|
| 3
make academic progress on grade level
|
4.04
|
0.25
|
| 69
enter postsecondary programs without remediation
|
4.04
|
0.12
|
| 88
participate in work-based learning experiences
|
4.00
|
0.39
|
| 49
complete postsecondary school
|
3.63
|
0.06
|
| 89
succeed in the transition from secondary or postsecondary education to a 4-year
college
|
3.17 |
0.13 |
| Cluster
Average
|
4.02
|
0.22
|
Cluster 5: School-to-Work Transition
|
Rating
|
Bridging
|
| 36
make a successful transition from education to employment
|
4.58
|
0.35
|
| 8
recognize the need for lifelong learning to enhance skills and learn new skills
|
4.33
|
0.36
|
| 80
develop and follow through on individual career plans and goals
|
4.17
|
0.36
|
| 45
demonstrate a positive attitude toward school
|
3.83
|
0.43
|
| 54
achieve and maintain employability in a high-wage job
|
3.75
|
0.44
|
| 77
achieve certification of mastery in an occupation
|
3.71
|
0.25
|
| 82
gain experience in all aspects of an industry
|
3.35
|
0.46
|
| 32
earn college credit in high school
|
2.17
|
0.22
|
| Cluster
average
|
3.78
|
0.35
|
Cluster 6: Work Environments
|
Rating
|
Bridging
|
| 9
adapt to emerging technology and adjust to changing work environments
|
4.71
|
0.63
|
| 23
expand own knowledge by making connections with new and unfamiliar knowledge,
skills, and experiences
|
4.33 |
0.93 |
| 96
understand the principles of competition, cooperation, and leadership in a work
environment
|
3.87 |
0.66 |
| 91
understand the norms and values of the work culture
|
3.65
|
0.46
|
| 34
know how social, organizational, and technological systems work
|
3.63
|
0.77
|
| 87
understand the relationships between theory and practice in a technical area
|
3.57
|
0.73
|
| 92
understand how technology affects quality of life
|
3.39
|
0.74
|
| 64
design, maintain, and improve systems
|
3.38
|
0.80
|
| 59
observe, analyze, and interpret human behaviors to acquire a better
understanding of self, families, and other human relationships
|
3.00 |
0.53 |
| 63
recognize the geographic interaction between people and their surroundings and
make responsible decisions for the environment
|
2.96 |
0.45 |
| 98
recognize differences and commonalities in the human experience through
productions, performances, or interpretations
|
2.87 |
0.59 |
| 27
appreciate own and others' artistic products and performances
|
2.57
|
0.57
|
| Cluster
average
|
3.49
|
0.66
|
| Cluster
7: Democratic Process & Career Awareness
|
Rating
|
Bridging
|
| 95
prepare for direct participation in the democratic process
|
3.61
|
0.63
|
| 61
recognize and apply the democratic principles of justice, equality,
responsibility, choice, and freedom
|
3.50 |
0.84 |
| 57
be critically aware of social issues involved in a field of interest
|
3.35
|
0.82
|
| 75
have awareness of and interest in technical careers
|
3.33
|
0.81
|
| 86
demonstrate awareness of workforce and societal trends
|
3.22
|
0.65
|
| 67
recognize varying forms of government and address issues of importance to
citizens in a democracy
|
3.13 |
1.00 |
| 58
know the history of a particular occupation
|
2.42
|
0.84
|
| Cluster
average
|
3.22
|
0.80
|
Cluster 8: Work & Interpersonal Relationships
|
Rating
|
Bridging
|
| 65
monitor and correct own performance
|
4.38
|
0.28
|
| 14
participate as a member of a team
|
4.33
|
0.33
|
| 15
show good working relationships with superiors and coworkers in an occupational
role
|
4.33 |
0.35 |
| 20
know how to give and take instructions
|
4.29
|
0.39
|
| 12
get along with a variety of people
|
4.17
|
0.26
|
| 28
apply group problem-solving strategies
|
4.08
|
0.55
|
| 17
serve clients/customers
|
4.04
|
0.37
|
| 25
plan and work together in meetings
|
4.00
|
0.35
|
| 5
demonstrate consistent, respectful, and caring behavior
|
4.00
|
0.25
|
| 44
use initiative, imagination, and creativity
|
3.96
|
0.37
|
| 90
recognize and apply quality standards
|
3.74
|
0.48
|
| 10
exercise leadership in a variety of situations
|
3.71
|
0.26
|
| 19
resolve conflict based on divergent interests and perspectives
|
3.54
|
0.42
|
| 84
work under tension or pressure
|
3.48
|
0.26
|
| 18
teach others new skills
|
3.38
|
0.42
|
| 16
evaluate others' performance and provide feedback
|
3.13
|
0.30
|
| Cluster
average
|
3.91
|
0.35
|
| Cluster
9: Personal Attributes, Attitudes, & Employability Skills
|
Rating
|
Bridging
|
| 68
be dependable and punctual
|
4.58
|
0.17
|
| 76
be honest and demonstrate integrity
|
4.50
|
0.21
|
| 33
know employer expectations for job performance
|
4.26
|
0.27
|
| 35
demonstrate the ability to be adaptable and flexible
|
4.25
|
0.20
|
| 37
make ethical decisions
|
4.21
|
0.24
|
| 31
demonstrate self-control and self-discipline
|
4.13
|
0.21
|
| 85
work without close supervision
|
4.09
|
0.25
|
| 38
know own abilities, strengths, and weaknesses
|
4.08
|
0.32
|
| 73
show appropriate personal appearance and attitude
|
4.04
|
0.20
|
| 43
demonstrate motivation to learn
|
4.00
|
0.41
|
| 42
build own self-esteem
|
3.87
|
0.26
|
| 39
maintain good physical, mental, and emotional health
|
3.83
|
0.26
|
| 21
appreciate the diversity of values and cultural differences among people
|
3.74
|
0.39
|
| 81
be loyal to an employer
|
3.74
|
0.20
|
| 55
articulate personal values and beliefs as they relate to a particular occupation
|
3.29
|
0.37
|
| Cluster
average
|
4.04
|
0.26
|
There are five clusters with substantial similarities between the nine-cluster concept map created by the group of all participants (Figure 2) and the educators subgroup (Figure 4). The mean ratings attributed to these five clusters are similar. In addition, most of the items appearing in the five clusters received similar ratings.
Four clusters in the educators concept map labeled "Education and Career Attainment," "Analytic and Scientific," "Work Environments," and "Democratic Process and Career Awareness" do not appear under the exact same label in the map of all participants. The composition of outcomes statements in these four clusters have a qualitatively different focus (albeit sometimes only slight in some cases) from related clusters in the map of all participants. For example, educators sorted outcomes statements into a cluster labeled "Education and Career Attainment" containing eight outcomes statements such as to "complete secondary school"; "make a smooth transition from secondary to postsecondary"; "apply knowledge, skills, and learning strategies to career and life choices"; and "participate in work-based learning." Although the "Educational Attainment" cluster for all participants (containing seven statements total) had many of the same statements, no items linked to careers were present there. Overall, educators gave the "Education and Career Attainment" cluster a higher mean rating than the group of all participants gave the "Educational Attainment" cluster, 4.02 and 3.68, respectively. Educators gave higher mean ratings to outcomes statements within the cluster such as to "complete secondary school," "make a smooth transition from secondary to postsecondary," and "enter postsecondary programs without remediation." In contrast, educators rated the outcome "succeed in the transition from secondary or postsecondary education to a 4-year college" much lower than the group of all participants, 3.17 for educators compared to 3.48 for all. Both groups gave the outcomes statements "make academic progress on grade level" a rating over 4.0, meaning it is a high priority to all participants and to the subgroup of educators.
The cluster labeled "Analytic and Scientific" in the educators' map is similar to the cluster labeled "Math and Science" in the map of all participants. However, the educators' map adds other outcomes found in the math and science literature: "use computers and other electronic technology to organize, manipulate, and present information"; "organize information through the development of classification rules and systems"; and "communicate ideas by quantifying with whole, rational, real and/or complex numbers," giving this cluster a broader scope and more analytical character than the "Math and Science" cluster shown in the map for all participants. Both groups gave their respective clusters a lower mean rating than almost all other clusters, but still indicated the outcomes to be of a moderate to high priority. The educators' group gave the cluster a mean rating of 3.67 and the group of all participants gave it a slightly lower rating of 3.46.
The clusters labeled "Work Environments" and "Democratic Process and Career Awareness" were a unique blend of outcomes statements. These two clusters received the lowest mean ratings of the educators' subgroup, indicating both clusters were a moderate priority to educators. The cluster labeled "Work Environments" contains 12 outcomes statements including to "adapt to emerging technology and adjust to changing work environments" and "expand own knowledge by making connections with new and unfamiliar knowledge, skills, and experiences." Outcomes statements taken from the humanities, science, and fine arts literature also appear in this cluster. The other cluster labeled "Democratic Process and Career Awareness" contains seven outcomes statements, including several that appear in the cluster labeled "Democratic and Participatory Strategies" in the map of all participants. Outcomes statements appearing in both of these clusters include "prepare for direct participation in the democratic process" and "recognize and apply the democratic principles of justice, equality, responsibility, choice, and freedom." Two outcomes statements added to the "Democratic Process and Career Awareness" cluster giving it more of a career orientation are for students to "have awareness of and interest in technical careers" and to "know the history of a particular occupation."
Finally, similar to the concept map for all participants, three clusters on the educators' map received relatively high bridging values, although they were not the same three clusters. With respect to educators, the three clusters with fairly high bridging values are "Information Use and Decision-Making" with a bridging value of .52, "Work Environments" with a bridging value of .66, and "Democratic Process and Career Awareness" with a bridging value of .80. Recall that these high bridging values mean that the educators did not tend to sort the items consistently into the same categories, but, rather, grouped them more randomly. These clusters are not as distinct in the minds of educators as other clusters such as "Personal Attributes, Attitudes, and Employability Skills" and "Education and Career Attainment."
Cluster 1: Communications
|
Rating
|
Bridging
|
| 1
create meaning from messages communicated through listening
|
4.32
|
0.71
|
| 47
communicate ideas and information through speaking
|
4.26
|
0.57
|
| 26
demonstrate oral and verbal proficiency in technical communication (reports,
policies, procedures)
|
4.11 |
0.47 |
| 78
apply the English language correctly (spelling, grammar, structure)
|
4.00
|
0.43
|
| 30
communicate ideas and information through writing
|
3.89
|
0.43
|
| 2
understand nonverbal communication
|
3.32
|
0.71
|
| 97
understand and communicate in a second language
|
2.26
|
0.63
|
| 4
communicate ideas and emotions through the fine arts (e.g., art, music, dance)
|
2.00
|
1.00
|
| Cluster
average
|
3.52
|
0.62
|
Cluster 2: Math & Science
|
Rating
|
Bridging
|
| 6
apply basic algebra and geometry to solve technical and work-related problems
|
4.26
|
0.04
|
| 29
use computers and other electronic technology to gather, organize, manipulate,
and present information
|
4.11 |
0.18 |
| 53
use division, multiplication, addition, and subtraction with real numbers,
decimals, fractions, integers, roots, and powers
|
4.05 |
0.07 |
| 40
apply logical reasoning to develop solutions to complex problems
|
3.89
|
0.26
|
| 41
select, use, and maintain appropriate tools, information, materials, and
equipment
|
3.89 |
0.26 |
| 48
demonstrate an ability to calculate through ratios, proportions, and percentages
|
3.74
|
0.04
|
| 72
use research tools to locate sources of information and ideas relevant to a
specific need or problem
|
3.68 |
0.33 |
| 94
read and create charts, tables, and graphs
|
3.68
|
0.17
|
| 7
organize information through the development and use of classification rules
and systems
|
3.63 |
0.30 |
| 13
use appropriate and relevant scientific methods to solve specific problems in
real-life situations
|
3.53 |
0.12 |
| 56
use scientific methods to acquire information, plan investigations, use
scientific tools, and communicate results
|
3.26 |
0.16 |
| 24
communicate ideas by quantifying with whole, rational, real, and/or complex
numbers
|
3.16 |
0.34 |
| 93
apply advanced algebra, analytic geometry, and/or calculus to solve technical
and work-related problems
|
3.05 |
0.10 |
| 62
use the metric system and convert between metrics and traditional systems
|
3.00
|
0.14
|
| 52
use models and scales to explain or predict the organization, -function, and
behavior of objects, materials, and living things
|
2.68 |
0.19 |
| Cluster
average
|
3.58
|
0.18
|
| Cluster
3: Technology & Quality Management
|
Rating
|
Bridging
|
| 9
adapt to emerging technology and adjust to changing work environments
|
4.47
|
0.48
|
| 79
apply appropriate safety and environmental measures
|
4.37
|
0.57
|
| 28
apply group problem-solving strategies
|
4.00
|
0.57
|
| 83
prepare and follow schedules, and manage time efficiently
|
4.00
|
0.49
|
| 66
use goal-relevant activities, rank them, and allocate time for them
|
3.58
|
0.46
|
| 92
understand how technology affects quality of life
|
3.32
|
0.64
|
| 34
know how social, organizational, and technological systems work
|
3.16
|
0.78
|
| Cluster
average
|
3.78
|
0.57
|
Cluster 4: Information Use & Decision Making
|
Rating
|
Bridging
|
| 90
recognize and apply quality standards
|
4.16
|
0.37
|
| 50
construct meaning through reading for information, literary experience,
and to perform a task
|
3.89 |
0.37 |
| 51
use critical thinking skills in a variety of situations
|
3.89
|
0.35
|
| 71
use decision-making processes to make informed choices among options
|
3.84
|
0.34
|
| 87
understand the relationships between theory and practice in a technical area
|
3.68
|
0.47
|
| 74
acquire, store, allocate, and use materials and space efficiently
|
3.32
|
0.35
|
| 64
design, maintain, and improve systems
|
3.21
|
0.50
|
| 70
prepare and use budgets, make forecasts, keep records, and make adjustments to
meet objectives
|
3.05 |
0.37 |
| Cluster
average
|
3.63
|
0.39
|
Cluster 5: Education & Career Attainment
|
Rating
|
Bridging
|
| 22
complete secondary school
|
4.63
|
0.36
|
| 88
participate in work-based learning experiences
|
4.37
|
0.57
|
| 11
apply knowledge, skills, and learning strategies to career and life choices
|
4.00
|
0.59
|
| 77
achieve certification of mastery in an occupation
|
3.95
|
0.40
|
| 69
enter postsecondary programs without remediation
|
3.84
|
0.47
|
| 3
make academic progress on grade level
|
3.79
|
0.38
|
| 23
expand own knowledge by making connections with new and unfamiliar knowledge,
skills, and experiences
|
3.74 |
0.59 |
| 49
complete postsecondary school
|
3.74
|
0.36
|
| 75
have awareness of and interest in technical careers
|
3.53
|
0.55
|
| 60
make a smooth transition from secondary to postsecondary education
|
3.42
|
0.33
|
| 89
succeed in the transition from secondary or postsecondary education to a 4-year
college
|
3.32 |
0.34 |
| 54
achieve and maintain employability in a high-wage job
|
3.26
|
0.63
|
| 58
know the history of a particular occupation
|
2.63
|
0.60
|
| 32
earn college credit in high school
|
2.37
|
0.33
|
| Cluster
average
|
3.61
|
0.46
|
Cluster 6: School-to-Work Transition
|
Rating
|
Bridging
|
| 8
recognize the need for lifelong learning to enhance skills and learn new skills
|
4.68
|
0.53
|
| 46
attend school regularly
|
4.42
|
0.49
|
| 36
make a successful transition from education to employment
|
4.37
|
0.52
|
| 45
demonstrate a positive attitude toward school
|
3.63
|
0.49
|
| 80
develop and follow through on individual career plans and goals
|
3.63
|
0.48
|
| 82
gain experience in all aspects of an industry
|
3.16
|
0.58
|
| Cluster
average
|
3.98
|
0.52
|
Cluster 7: Personal Attribute, Attitudes, & Employability
Skills
|
Rating
|
Bridging
|
| 76
be honest and demonstrate integrity
|
4.89
|
0.00
|
| 68
be dependable and punctual
|
4.79
|
0.03
|
| 73
show appropriate personal appearance and attitude
|
4.32
|
0.01
|
| 31
demonstrate self-control and self-discipline
|
4.26
|
0.01
|
| 65
monitor and correct own performance
|
4.21
|
0.32
|
| 33
know employer expectations for job performance
|
4.16
|
0.51
|
| 37
make ethical decisions
|
4.12
|
0.08
|
| 35
demonstrate the ability to be adaptable and flexible
|
4.11
|
0.08
|
| 85
work without close supervision
|
4.11
|
0.15
|
| 43
demonstrate motivation to learn
|
4.05
|
0.34
|
| 84
work under tension or pressure
|
4.00
|
0.15
|
| 38
know own abilities, strengths, and weaknesses
|
3.95
|
0.10
|
| 39
maintain good physical, mental, and emotional health
|
3.89
|
0.12
|
| 81
be loyal to an employer
|
3.84
|
0.09
|
| 44
use initiative, imagination, and creativity
|
3.79
|
0.49
|
| 42
build own self-esteem
|
3.74
|
0.09
|
| Cluster
average
|
4.16
|
0.17
|
Cluster 8: Work & Interpersonal Relationships
|
Rating
|
Bridging
|
| 14
participate as a member of a team
|
4.53
|
0.34
|
| 15
show good working relationships with superiors and coworkers in an occupational
role
|
4.42 |
0.25 |
| 12
get along with a variety of people
|
4.37
|
0.28
|
| 5
demonstrate consistent, respectful, and caring behavior
|
4.32
|
0.20
|
| 17
serve clients/customers
|
4.26
|
0.46
|
| 25
plan and work together in meetings
|
4.11
|
0.53
|
| 96
understand the principles of competition, cooperation, and leadership in a work
environment
|
3.95 |
0.38 |
| 21
appreciate the diversity of values and cultural differences among people
|
3.63
|
0.40
|
| 10
exercise leadership in a variety of situations
|
3.58
|
0.31
|
| 91
understand the norms and values of the work culture
|
3.53
|
0.55
|
| 16
evaluate others' performance and provide feedback
|
3.11
|
0.33
|
| 55
articulate personal values and beliefs as they relate to a particular occupation
|
3.05
|
0.95
|
| 27
appreciate own and others' artistic products and performances
|
2.42
|
0.44
|
| Cluster
average
|
3.79
|
0.42
|
Cluster 9: Democratic/Participatory Strategies
|
Rating
|
Bridging
|
| 20
know how to give and take instructions
|
4.16
|
0.61
|
| 61
recognize and apply the democratic principles of justice, equality,
responsibility, choice, and freedom
|
3.16 |
0.49 |
| 18
teach others new skills
|
3.05
|
0.63
|
| 59
observe, analyze, and interpret human behaviors to acquire a better
understanding of self, families, and other human relationships
|
3.05 |
0.53 |
| 19
resolve conflict based on divergent interests and perspectives
|
3.00
|
0.54
|
| 86
demonstrate awareness of workforce and societal trends
|
3.00
|
0.59
|
| 57
be critically aware of social issues involved in a field of interest
|
2.95
|
0.80
|
| 95
prepare for direct participation in the democratic process
|
2.89
|
0.62
|
| 98
recognize differences and commonalities in the human experience through
productions, performances, or interpretations
|
2.68 |
0.62 |
| 63
recognize the geographic interaction between people and their surroundings and
make responsible decisions for the environment
|
2.58 |
0.45 |
| 67
recognize varying forms of government and address issues of importance to
citizens in a democracy
|
2.37 |
0.56 |
| Cluster
average
|
2.99
|
0.59
|
In comparing the concept map created for employers to the map for all participants, only one cluster was labeled differently and it was "Education and Career Attainment"--the same label used in the educators' map. This label was used because, like educators, employers created a cluster that combined outcomes linked to both education and career attainment. Outcomes statements appearing in the "Education and Career Attainment" cluster in the employers' map are to "complete secondary school"; "participate in work-based learning"; "apply knowledge, skills, and learning strategies to career and life choices"; and "achieve certification of mastery in an occupation." For employers, this cluster contained several more outcomes statements than for either the group of all participants or for the educators' subgroup. In addition, the cluster received a mean rating of 3.61, showing it to be of lower relative priority to employers than other clusters such as "Personal Attributes, Attitudes, and Employability Skills," "Work and Interpersonal Relationships," and "School-to-Work Transition." (However, this mean rating is similar to the rating given by all participants and the educators' subgroup.)
A final result shows that several of the clusters in the employers' map have fairly high bridging values. In fact, only two of the clusters have extremely low bridging values and they are "Personal Attributes, Attitudes, and Employability Skills" and "Math and Science," meaning the outcomes statements in these clusters were sorted together consistently by persons in the employers' subgroup. Four clusters have quite high bridging values. They are "School-to-Work Transition," "Technology and Quality Management," "Communications," and "Democratic and Participatory Strategies," suggesting that the employers' subgroup did not sort statements within these clusters together consistently. Finally, the cluster receiving the lowest priority rating across all the concept maps was the cluster labeled "Democratic and Participatory Strategies." Employers gave this cluster a mean priority rating of 2.99, indicating student outcomes related to it are a moderate priority.
Cluster 1: Communications & Democratic Process
|
Rating
|
Bridging
|
| 1
create meaning from messages communicated through listening
|
4.17
|
0.91
|
| 61
recognize and apply the democratic principles of justice, equality,
responsibility, choice, and freedom
|
4.00 |
1.00 |
| 98
recognize differences and commonalities in the human experience through
productions, performances, or interpretations
|
3.89 |
0.79 |
| 2
understand nonverbal communication
|
3.44
|
0.71
|
| 4
communicate ideas and emotions through the fine arts (e.g., art, music, dance)
|
3.28
|
0.93
|
| 95
prepare for direct participation in the democratic process
|
3.06
|
0.96
|
| Cluster
average
|
3.58
|
0.90
|
Cluster 2: Work & Interpersonal Relationships
|
Rating
|
Bridging
|
| 12
get along with a variety of people
|
4.39
|
0.29
|
| 14
participate as a member of a team
|
4.28
|
0.40
|
| 44
use initiative, imagination, and creativity
|
4.22
|
0.43
|
| 25
plan and work together in meetings
|
4.06
|
0.38
|
| 37
make ethical decisions
|
4.06
|
0.40
|
| 21
appreciate the diversity of values and cultural differences among people
|
3.89
|
0.52
|
| 57
be critically aware of social issues involved in a field of interest
|
3.83
|
0.60
|
| 55
articulate personal values and beliefs as they relate to a particular occupation
|
3.72
|
0.36
|
| 28
apply group problem-solving strategies
|
3.67
|
0.82
|
| 27
appreciate own and others' artistic products and performances
|
3.50
|
0.66
|
| 63
recognize the geographic interaction between people and their surroundings and
make responsible decisions for the environment
|
3.44 |
0.66 |
| 59
observe, analyze, and interpret human behaviors to acquire a better
understanding of self, families, and other human relationships
|
3.33 |
0.53 |
| 19
resolve conflict based on divergent interests and perspectives
|
3.11
|
0.59
|
| Cluster
average
|
3.80
|
0.51
|
Cluster 3: Personal Attributes, Attitudes, & Employability
Skills
|
Rating
|
Bridging
|
| 31
demonstrate self-control and self-discipline
|
4.78
|
0.26
|
| 68
be dependable and punctual
|
4.72
|
0.10
|
| 5
demonstrate consistent, respectful, and caring behavior
|
4.61
|
0.23
|
| 39
maintain good physical, mental, and emotional health
|
4.61
|
0.07
|
| 15
show good working relationships with superiors and coworkers in an occupational
role
|
4.59 |
0.24 |
| 38
know own abilities, strengths, and weaknesses
|
4.44
|
0.24
|
| 81
be loyal to an employer
|
4.44
|
0.18
|
| 35
demonstrate the ability to be adaptable and flexible
|
4.39
|
0.22
|
| 42
build own self-esteem
|
4.33
|
0.12
|
| 73
show appropriate personal appearance and attitude
|
4.33
|
0.11
|
| 17
serve clients/customers
|
3.83
|
0.22
|
| Cluster
average
|
4.49
|
0.17
|
Cluster 4: Career/Work Management & Initiative
|
Rating
|
Bridging
|
| 80
develop and follow through on individual career plans and goals
|
4.50
|
0.55
|
| 20
know how to give and take instructions
|
4.39
|
0.32
|
| 65
monitor and correct own performance
|
4.39
|
0.52
|
| 83
prepare and follow schedules, and manage time efficiently
|
4.22
|
0.36
|
| 85
work without close supervision
|
4.17
|
0.15
|
| 96
understand the principles of competition, cooperation, and leadership in a work
environment
|
4.17 |
0.27 |
| 90
recognize and apply quality standards
|
4.06
|
0.18
|
| 10
exercise leadership in a variety of situations
|
3.94
|
0.29
|
| 86
demonstrate awareness of workforce and societal trends
|
3.89
|
0.32
|
| 75
have awareness of and interest in technical careers
|
3.78
|
0.36
|
| 18
teach others new skills
|
3.50
|
0.41
|
| 84
work under tension or pressure
|
3.33
|
0.29
|
| 16
evaluate others' performance and provide feedback
|
3.28
|
0.29
|
| Cluster
average
|
3.97
|
0.35
|
Cluster 5: Educational Attainment
|
Rating
|
Bridging
|
| 46
attend school regularly
|
4.67
|
0.09
|
| 3
make academic progress on grade level
|
4.39
|
0.04
|
| 45
demonstrate a positive attitude toward school
|
4.39
|
0.32
|
| 22
complete secondary school
|
4.33
|
0.01
|
| 89
succeed in the transition from secondary or postsecondary education to a 4-year
college
|
4.06 |
0.00 |
| 49
complete postsecondary school
|
3.83
|
0.08
|
| 60
make a smooth transition from secondary to postsecondary education
|
3.44
|
0.16
|
| 32
earn college credit in high school
|
3.33
|
0.01
|
| 69
enter postsecondary programs without remediation
|
2.82
|
0.00
|
| Cluster
average
|
3.92
|
0.08
|
Cluster 6: School-to-Work Transition
|
Rating
|
Bridging
|
| 8
recognize the need for lifelong learning to enhance skills and learn new skills
|
4.50
|
0.62
|
| 43
demonstrate motivation to learn
|
4.50
|
0.62
|
| 11
apply knowledge, skills, and learning strategies to career and life choices
|
4.44
|
0.39
|
| 33
know employer expectations for job performance
|
4.44
|
0.55
|
| 88
participate in work-based learning experiences
|
4.39
|
0.39
|
| 23
expand own knowledge by making connections with new and unfamiliar knowledge,
skills, and experiences
|
4.33 |
0.80 |
| 54
achieve and maintain employability in a high-wage job
|
4.06
|
0.50
|
| 82
gain experience in all aspects of an industry
|
3.89
|
0.42
|
| 66
use goal-relevant activities, rank them, and allocate time for them
|
3.61
|
0.50
|
| 7
organize information through the development and use of classification rules
and systems
|
3.56 |
0.37 |
| 58
know the history of a particular occupation
|
3.50
|
0.70
|
| Cluster
average
|
4.10
|
0.53
|
Cluster 7: Math, Science, & Communications
|
Rating
|
Bridging
|
| 78
apply the English language correctly (spelling, grammar, structure)
|
4.67
|
0.45
|
| 51
use critical thinking skills in a variety of situations
|
4.11
|
0.32
|
| 50
construct meaning through reading for information, literary experience,
and to perform a task
|
3.83 |
0.44 |
| 6
apply basic algebra and geometry to solve technical and work-related problems
|
3.67
|
0.08
|
| 41
select, use, and maintain appropriate tools, information, materials, and
equipment
|
3.67 |
0.24 |
| 53
use division, multiplication, addition, and subtraction with real numbers,
decimals, fractions, integers, roots, and powers
|
3.67 |
0.09 |
| 94
read and create charts, tables, and graphs
|
3.61
|
0.37
|
| 56
use scientific methods to acquire information, plan investigations, use
scientific tools, and communicate results
|
3.33 |
0.13 |
| 52
use models and scales to explain or predict the organization, -function, and
behavior of objects, materials, and living things
|
3.22 |
0.19 |
| 93
apply advanced algebra, analytic geometry, and/or calculus to solve technical
and work-related problems
|
3.22 |
0.09 |
| 13
use appropriate and relevant scientific methods to solve specific problems in
real-life situations
|
3.17 |
0.27 |
| 48
demonstrate an ability to calculate through ratios, proportions, and percentages
|
3.00
|
0.24
|
| 62
use the metric system and convert between metrics and traditional systems
|
2.56
|
0.23
|
| Cluster
average
|
3.52
|
0.24
|
Cluster 8: Technical Communications
|
Rating
|
Bridging
|
| 47
communicate ideas and information through speaking
|
4.33
|
0.68
|
| 72
use research tools to locate sources of information and ideas relevant to a
specific need or problem
|
3.89 |
0.60 |
| 26
demonstrate oral and verbal proficiency in technical communication (reports,
policies, procedures)
|
3.83 |
0.82 |
| 30
communicate ideas and information through writing
|
3.56
|
0.50
|
| 87
understand the relationships between theory and practice in a technical area
|
3.56
|
0.62
|
| 97
understand and communicate in a second language
|
3.22
|
0.65
|
| 24
communicate ideas by quantifying with whole, rational, real, and/or complex
numbers
|
2.94 |
0.47 |
| Cluster
average
|
3.62
|
0.62
|
Cluster 9: Work, Technology, & Information Use
|
Rating
|
Bridging
|
| 36
make a successful transition from education to employment
|
4.56
|
0.65
|
| 9
adapt to emerging technology and adjust to changing work environments
|
4.44
|
0.74
|
| 29
use computers and other electronic technology to gather, organize, manipulate,
and present information
|
4.17 |
0.29 |
| 79
apply appropriate safety and environmental measures
|
4.00
|
0.42
|
| 40
apply logical reasoning to develop solutions to complex problems
|
3.94
|
0.37
|
| 70
prepare and use budgets, make forecasts, keep records, and make adjustments to
meet objectives
|
3.94 |
0.61 |
| 92
understand how technology affects quality of life
|
3.94
|
0.32
|
| 64
design, maintain, and improve systems
|
3.78
|
0.27
|
| 71
use decision-making processes to make informed choices among options
|
3.67
|
0.34
|
| 74
acquire, store, allocate, and use materials and space efficiently
|
3.67
|
0.28
|
| 77
achieve certification of mastery in an occupation
|
3.67
|
0.49
|
| Cluster
average
|
3.98
|
0.44
|
The five unique clusters created by students are "Work, Technology, and Information Use," "Career/Work Management and Initiative," "Technical Communications," "Communications and Democratic Process," and "Math, Science, and Communications." The first two of these clusters was given an average priority rating that was substantially higher than the ratings attributed to the other three clusters. "Work, Technology, and Information Use" received a mean priority rating of 3.98 and "Career/Work Management and Initiative" got a mean priority rating of 3.97, both very near the high priority level of 4.0. The "Work, Technology, and Information Use" cluster contained 11 outcomes statements that, taken together, seem to suggest students in Tech Prep programs are well-aware of the need to be competent at using technology and information to operate effectively in contemporary workplaces. For students, this cluster falls between two career-oriented clusters--"School-to-Work Transition" and "Technical Communications"--and this finding might provide valuable insight into ways to link and integrate these and other clusters of outcomes.
The cluster labeled "Career/Work Management and Initiative" had a similar focus on work, but it encompassed 13 items related to managing one's and others' work and careers. Similar to the previous discussion about students acute sense of awareness of careers and work, the overall character of this cluster suggests students in Tech Prep programs recognize the importance of developing management skills and personal initiative related to immediate and future work. They give high ratings to outcomes demonstrating the ability to show leadership and strong supervisory and management competencies.
The three other clusters unique to students are "Technical Communications," "Communications and Democratic Process," and "Math, Science, and Communications." All three of these clusters received mean priority ratings between 3.52 and 3.62, indicating they were not viewed to be as important as other clusters, but still were rated of moderate priority to students. Immediately apparent from the titles of these three clusters is the fact that students sorted outcomes statements related to communications into all three clusters. Not surprisingly, then, all three clusters have relatively high bridging values, ranging from .62 to .90, providing additional confirmation that the items in these clusters were sorted in different ways by different students.
In terms of the organization of the clusters, the cluster labeled "Technical Communications" appears in the northwest portion of the map with clusters labeled "Math, Science, and Communications," and "Communications and Democratic Process." Seven outcomes statements appear in the cluster labeled "Technical Communications," including "communicate ideas and information through speaking," "demonstrate oral and verbal proficiency in technical communications," and "understand the relationships between theory and practice in a technical area." The cluster labeled "Communications and Democratic Process" contains six outcomes statements, including "create meaning from messages communicated through listening"; "recognize and apply the democratic principles of justice, equality, responsibility, choice, and freedom"; and "recognize differences and commonalties in the human experience through productions, performances, or interpretations." Within this cluster are outcomes taken from the English/communications, humanities, and fine arts literature, suggesting a potential area where various outcomes are interrelated from the perspective of students.
Finally, the cluster labeled "Math, Science, and Communications" contained 13 outcomes statements related to math, science, and English/communications. The cluster appears to be a mixture of outcomes that might traditionally be expected of high school students. Included among these outcomes are the following statements: "apply the English language correctly (spelling, grammar, structure)"; "use critical thinking skills in a variety of situations"; "apply basic algebra and geometry to solve technical and work-related problems"; and "use scientific methods to acquire information, plan investigations, use scientific tools, and communicate results." Several outcomes statements specifically related to advanced mathematics and science were present in this cluster and given relatively low priority ratings by students, ranging from 3.33 for "use scientific methods to acquire information, plan investigations, use scientific tools, and communicate results" to 2.56 for "use the metric system and convert between metrics and traditional systems." These results suggest students in Tech Prep programs may not appreciate these academic outcomes, particularly those related to math and science. It is clear that students undervalued these outcomes relative to the educators and employers who participated in this study.
[8] The average cluster ratings for subgroups presented in Figure 3 differ from those presented later in this report because the calculation of average cluster ratings are dependent upon the composition of outcomes statements in the clusters obtained from each particular cluster map. As each new map is calculated, producing more or less difference in the clusters, the average cluster ratings change to reflect the different composition of the clusters. This is why it is important to interpret the results in several different ways to obtain a more complete understanding of results.