Jay Plasman

LinkedIn URL
https://www.linkedin.com/pub/jay-plasman/23/38a/726
Professional Title
PhD - Graduate Student Researcher
Organization/Institution
University of California, Santa Barbara
About Me (Bio)
Jay Plasman is an Education PhD student with a focus on Policy, Leadership, and Methodology. Jay received his B.A. in American Studies with a Social Studies teaching credential from Carleton College and received his M.A. in International Service from Roehampton University. After completing his undergraduate degree, Jay, worked at an aquarium, taught third-eighth grades in the Marshall Islands, and completed a year of AmeriCorps service before returning to school for his M.A. After receiving his M.A., Jay worked as an Epidemiologist for two years, and then returned to teaching at a vocational training program. His current research interests include the impact of CTE and STEM on student graduation and dropout, program evaluation, and the role of 21st Century Skills in an international context.
Keywords
21st Century Skills
Achievement

Education and Experience: Do Teacher Qualifications in Career-Focused STEM Courses Make a Difference?

University of Pennsylvania (Penn)
08/01/2021

Using high school statewide longitudinal data from Maryland from 2012-2022, this study will first document who has taught STEM-CTE courses over this period. After exploring the teaching landscape, the study will then explore whether qualifications (i.e., education, credentials, teaching experience) of teachers in STEM-CTE high school courses were associated with their students’ success.

Understanding the Role of Contextual Effects in STEM Pursuit and Persistence: A Synthesis Approach

University of California, Santa Barbara
09/01/2014

This synthesis project will inform educators and policymakers about the cumulative evidence that exists on the impacts of a variety of contextual factors on a multitude of STEM outcomes (e.g., math and science achievement, self-efficacy, future goals). This project will provide new evidence regarding the significance of youth contexts on STEM outcomes that will assist policy makers and educators in evaluating productive educational environments.