Ashraf Shady
(He/Him)
Associate Professor of Science Education
My name is Ashraf Shady; I am currently an associate professor of science education at Queens College of the City University of New York and adjunct professor at Touro College. Before becoming a university science educator, I spent 20 years with the New York City Department of education as a science teacher, science coordinator, and science director. My research focuses on how race, class, ethnicity, and identity issues construct urban students’ performance in science education.
Contact
718-997-5034
Academic Interests
I am interested in sociocultural studies, and science education.
Education
The Graduate Center, City University of New York, September 2003-August 2008 New York, NY
Doctor of Philosophy, Urban Education, graduated magna cum laude. Specialization in Science Education.
The American University in Cairo, September 1984 – Febraury1987 Cairo, Egypt
Master of Science, Solid State Science, graduated magna cum laude.
Master’s Project: Kinetics of Oxidation – Reduction Reactions Using Ion Selective Electrodes
Ain Shams University, September 1977- May 1981 Cairo, Egypt
Bachelor of Science, Chemistry.
EDUCATION CERTIFICATES/PROGRAMS
Massachusetts College of Liberal Arts, August 2004-August 2005 North Adams, MA
Advanced certificate in Education Administration, graduated summa cum laude
Publications
PUBLICATIONS IN REFEREED JOURNALS
BOOKS
Tobin, K., & Shady, A. (Eds.). (2014). Transforming urban education: Urban teachers and students working collaboratively. Rotterdam, NL: Sense Publishing.
PAPERS IN REFEREED JOURNALS
Shady, A. (2014). Negotiating cultural differences in urban science education: An overview of teacher’s first-hand experience reflection of cogen journey. Cultural Studies of Science Education, 9 (1), 31-51. (42 pages)
Shady, A. (2014). Negotiating differences in small urban schools: Using cogenerative dialogue to enhance inclusivity. Urban Education. DOI: 10.1177/0042085914539771. (52 pages)
Siry, C., Horowitz G., Otulaja, F., Gillespie, N., Shady, A., and Augustin, L. (2008). Conceptual change research and science education practice: A response from educators. Cultural Studies of Science Education, 3 (2), 451-470.
CHAPTERS
Shady, A. (2014). Globalization, immigration, and identity formation|reformation. In K. Tobin & A. A. Shady (Eds.), Transforming urban education: Urban teachers and students working collaboratively (pp. 19–35). Rotterdam, NL: Sense Publishing.
Shady, A. (2014). The role of cultural alignment in producing success in urban science education. In K. Tobin & A. A. Shady (Eds.), Transforming urban education: Urban teachers and students working collaboratively (pp. 225–244). Rotterdam, NL: Sense Publishing.
UNDER REVIEW
PAPERS IN REFEREED JOURNALS
Shady. A. (2022). Institutional collaborations and professional identities: Being and becoming teachers of secondary science education. Manuscript submitted for publication. (37 pages)
Shady. A. (2022). Learning to teach science in the context of collaborative partnership between formal and informal science institutions. Manuscript submitted for publication. (25 pages)
Shady. A. & Baudson, T. (2022). To rap or not to rap: Exploring the intricacies of implementing a hip-hop themed curriculum in urban science education. Manuscript submitted for publication
WORKS IN PROGRESS
Shady, A., & Beale, J. Emotions as intermediaries of success in an induction pre-service science teacher preparation program. Manuscript in preparation.
Shady, A., & Pitts, W. A sociocultural approach to scientific inquiry. Manuscript in preparation.
