Kristine E Pytash
Biographic Data
| ID | 6508458 |
|---|---|
| NAME | Kristine E Pytash |
| GIVEN NAMES | Kristine E |
| FAMILY NAME | Pytash |
| SIGNATURE | PYTASH K E |
| AFFILIATIONS | Kent State University |
| ORCID | 0000-0002-2319-4464 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Debriefing conversations as a vehicle for english language art preservice teachers’ co-construction of pedagogical knowledge
Down but not out
In this paper, we highlight how restorying with preservice secondary English language arts teachers can encourage them to explore what is possible with mandated texts, like those found in the canon, for diverse world building centered in empathy, self‐exploration, and justice. Findings highlight the critical reflective process preservice teachers engaged in as they restoryed canonical texts . These findings highlight and how preservice teachers c…
Guiding their Thinking
Using pre‐ and post‐ intervention data, this formative study explores instructional moves designed to guide students' critical thinking as they engage in lateral reading and digital source evaluation. Working in a dual enrollment composition classroom, researchers identified and addressed three areas of need: considering context when determining source authority or credibility, developing skilled web searching strategies and engaging in complex a…
Introduction to the Guest-Edited Issue
We believe few events in future teachers’ education are more important than their early field experiences, a belief supported by numerous professional associations’ and policymakers’ calls for the
The Recursive Relationship between Virtual and Real in Relationships
We live in an era of digitally-mediated relationships. From finding a spouse online to daily interactions facilitated through social media, many people build and sustain both platonic and romantic relationships with technology. Virtual worlds are also spaces for these interactions. This special issue is dedicated to an exploration of such topics in a collection of articles exploring “real virtual relationships.”
Remixing My Life
The authors explore the experiences and multimodal compositions of a student at a STEM (science, technology, engineering, and mathematics) high school who opted to take an elective course on multimodal autobiography. They document how her meaning making included her beliefs and perspectives about the world, as well as a finely developed aesthetic sense
Becoming Literate Digitally in a Digitally Literate Environment of Their Own
This commentary begins with a summary of the current landscape of literacy, technology, and education. The authors then examine A Domain of One's Own as an important new initiative and explore how teachers and schools can implement this initiative. The authors contend that the building and developing of A Domain of One's Own is a good example of how schools can engage students in complex and meaningful literacy practices. In addition, the authors…
People, Places, and Perspectives
Connecting and Collaborating Within and Beyond a Massive Open Online Course
In this article, we draw on the experiences of two young adults, Beth and Jamie (pseudonyms), who participated in a connectivist Massive Open Online Course ( cMOOC ) to explore how adolescents can become active members in a community of learners and the digital literacy practices that support this entry. We argue that Beth and Jamie engaged in digital literacy practices that allowed them to be socially connected, and that they participated and es…
Hybrid and Blended Learning
Hybrid or blended learning is defined as a pedagogical approach that includes a combination of face‐to‐face instruction with computer‐mediated instruction. The terms blended learning , hybrid learning , and mixed‐mode learning are used interchangeably in current research; however, in the United States, hybrid learning is used most often. Although hybrid learning can be diverse in how it is implemented, educators agree that this approach has the o…
Using YA Literature to Help Preservice Teachers Deal With Bullying and Suicide
An incident of bullying, violence in the classroom, or suicide can unsettle teachers' views of their teaching, their role as a teacher, and their relationships with students. Unfortunately, there is a high probability that many educators will teach a young person who has been bullied or considered suicide. This article explores the shifts in preservice teachers' understanding about issues of bullying and suicide through their self‐selected readin…
Engaging Preservice Teachers in Disciplinary Literacy Learning Through Writing
The field of content area literacy instruction is shifting from a general understanding of literacy towards disciplinary literacy. Much of the work in the field of disciplinary literacy has focused on reading, while writing has often been overlooked. This article summarizes the findings of a qualitative case study of two preservice teachers as they experienced a unit of study during a Reading in the Content Areas course. Described in the article …
Introduction to the Guest-Edited Issue
We believe few events in future teachers’ education are more important than their early field experiences, a belief supported by numerous professional associations’ and policymakers’ calls for the
Engaging Preservice Teachers in Disciplinary Literacy Learning Through Writing
The field of content area literacy instruction is shifting from a general understanding of literacy towards disciplinary literacy. Much of the work in the field of disciplinary literacy has focused on reading, while writing has often been overlooked. This article summarizes the findings of a qualitative case study of two preservice teachers as they experienced a unit of study during a Reading in the Content Areas course. Described in the article …
Using YA Literature to Help Preservice Teachers Deal With Bullying and Suicide
An incident of bullying, violence in the classroom, or suicide can unsettle teachers' views of their teaching, their role as a teacher, and their relationships with students. Unfortunately, there is a high probability that many educators will teach a young person who has been bullied or considered suicide. This article explores the shifts in preservice teachers' understanding about issues of bullying and suicide through their self‐selected readin…
Hybrid and Blended Learning
Hybrid or blended learning is defined as a pedagogical approach that includes a combination of face‐to‐face instruction with computer‐mediated instruction. The terms blended learning , hybrid learning , and mixed‐mode learning are used interchangeably in current research; however, in the United States, hybrid learning is used most often. Although hybrid learning can be diverse in how it is implemented, educators agree that this approach has the o…
Connecting and Collaborating Within and Beyond a Massive Open Online Course
In this article, we draw on the experiences of two young adults, Beth and Jamie (pseudonyms), who participated in a connectivist Massive Open Online Course ( cMOOC ) to explore how adolescents can become active members in a community of learners and the digital literacy practices that support this entry. We argue that Beth and Jamie engaged in digital literacy practices that allowed them to be socially connected, and that they participated and es…
The Recursive Relationship between Virtual and Real in Relationships
We live in an era of digitally-mediated relationships. From finding a spouse online to daily interactions facilitated through social media, many people build and sustain both platonic and romantic relationships with technology. Virtual worlds are also spaces for these interactions. This special issue is dedicated to an exploration of such topics in a collection of articles exploring “real virtual relationships.”
Remixing My Life
The authors explore the experiences and multimodal compositions of a student at a STEM (science, technology, engineering, and mathematics) high school who opted to take an elective course on multimodal autobiography. They document how her meaning making included her beliefs and perspectives about the world, as well as a finely developed aesthetic sense
Becoming Literate Digitally in a Digitally Literate Environment of Their Own
This commentary begins with a summary of the current landscape of literacy, technology, and education. The authors then examine A Domain of One's Own as an important new initiative and explore how teachers and schools can implement this initiative. The authors contend that the building and developing of A Domain of One's Own is a good example of how schools can engage students in complex and meaningful literacy practices. In addition, the authors…
People, Places, and Perspectives
Introduction to the Guest-Edited Issue
We believe few events in future teachers’ education are more important than their early field experiences, a belief supported by numerous professional associations’ and policymakers’ calls for the
Guiding their Thinking
Using pre‐ and post‐ intervention data, this formative study explores instructional moves designed to guide students' critical thinking as they engage in lateral reading and digital source evaluation. Working in a dual enrollment composition classroom, researchers identified and addressed three areas of need: considering context when determining source authority or credibility, developing skilled web searching strategies and engaging in complex a…
Down but not out
In this paper, we highlight how restorying with preservice secondary English language arts teachers can encourage them to explore what is possible with mandated texts, like those found in the canon, for diverse world building centered in empathy, self‐exploration, and justice. Findings highlight the critical reflective process preservice teachers engaged in as they restoryed canonical texts . These findings highlight and how preservice teachers c…
Debriefing conversations as a vehicle for english language art preservice teachers’ co-construction of pedagogical knowledge
Psychology (10 works) · Mathematics education (8 works) · Pedagogy (8 works) · Sociology (8 works) · Computer Science (5 works) · Literacy, Media, and Education (5 works) · Literacy (4 works) · Teacher Education and Leadership Studies (4 works) · Educator Training and Historical Pedagogy (3 works) · Field (mathematics (3 works)