Abstract
This chapter highlights my experience as an immigrant science teacher during the school year of 2006–2007 in a low–academically performing middle school in New York City. I experienced didactic difficulties because I lacked the cultural awareness necessary to produce positive teaching and learning environment.
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Shady, A. (2014). The Role of Cultural Alignment in Producing Success in Urban Science Education. In: Tobin, K., Shady, A. (eds) Transforming Urban Education. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-563-2_14
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DOI: https://doi.org/10.1007/978-94-6209-563-2_14
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