Chrystine Mitchell
Education
Associate Professor of Education; Coordinator of Adult Education Program
- Francis Hall #243
- 717-468-6702
Biography
Dr. Chrystine Mitchell is an educator, researcher, and national leader in early childhood education with more than 25 years of experience spanning preschool through higher education. Dr. Mitchell's career has included roles as a classroom teacher, literacy coach, university professor, program director, and educational consultant. Throughout her work, she has remained committed to improving teaching and learning through innovative instructional practices, meaningful partnerships, and evidence-based professional development. Her research and scholarship focus on literacy education, teacher preparation, educational technology, and expanding opportunities within the early childhood profession. A prolific author and presenter, Dr. Mitchell has published in leading educational journals and books and has presented nationally on topics including literacy instruction, technology integration, culturally responsive teaching, teacher preparation, and early childhood education. More recently, her work has centered on strengthening the early childhood workforce through initiatives that support teacher recruitment, retention, and career advancement. Dr. Mitchell believes that every educator deserves access to high-quality learning opportunities and that strong teachers are the foundation for strong communities. Whether developing innovative programs, mentoring future educators, or speaking at national conferences, she is driven by a passion for helping educators thrive and ensuring that every child has access to exceptional early learning experiences.
• B.A. Interdisciplinary Studies with a concentration on Children's Literature from University of Pittsburgh (1999)
• Post-Bacc Certification K-6 from Millersville University (2001)
• M.Ed. Educational Administration from Temple University (2005)
• Ph.D. Literacy Education from University of Maryland, College Park (2013)
• ED110 – The Teaching Profession
• ED209 – Instructional Planning
• ED302 – Literacy Education
• ED315 – Foundations for Literacy Development
• ED403 – Literacy Instruction for Diverse Learners in Elementary School
• ED404 – Teaching Math in Elementary Schools
• ED414 – Teaching Social Studies in Elementary Schools
• ED436 – Field Experience; Level III
• ED445 – Principles in Universal Design for Learning
• ED470 – Student Teaching
• ED472 – Student Teaching Seminar
• MED574 – Foundations of Teaching ESL
• MED605 – Enhancing Literacy for the Special Needs Student
• PHD910 – Dissertation Residency I
• Educational Technology
• Stackable Credentials
• Men in Early Childhood Education
• Culturally Sustaining Pedagogy
• Teacher Preparation
• Multi-modal Literacy
• 2009: Karla P. Miller Award for Excellence in Graduate Student Research in Reading Education, College of Education, University of Maryland, College Park
• 2016: First Year Advocate Award, Penn State Berks, Pennsylvania State University
• Murphy, O. A., Turner, J. D., & Mitchell, C. C. (2022). Writing their Stories: Using culturally-sustaining multimodal composing practices to transform writer's workshop. In A. Lazar, D. Walker-Dalhouse. & S. Cantrell (Eds.) Culturally Sustaining Pedagogy: Developing Socially Just Literacy Teaching Practices.
• Eutsler, L., Antonenko, P., & Mitchell, C. M. (2021). Initial response to COVID-19: A
mixed-methods analysis of media and school communications to identify pedagogical implications for remote teaching. Interactive Technology and Smart Education
• Cherner, T., Fegley, A., Gleasman, C., & Mitchell, C. (2020). Addressing implicit bias
in teacher education: An alternative to Harvard’s Implicit Association Test. Contemporary Issues in Technology and Teacher Education.
• Bender, D., Mitchell, C., Pitterson-Ogaldez, S., & Park-Martinez, J. (2020).
Fostering a diversity perspective: Embedding cultural responsiveness learning throughout a teacher education program. In J. Ferrera, J. Nath & R. Beebe (Eds.) Exploring Cultural Competence in Professional Development Schools. Charlotte, NC: Informational Age Publishing.
• Mitchell, C. & Appleget, C. (2019). Pre-service teachers collaborating and co-
constructing in a digital age: Using participatory literacy practices to teach content and pedagogy In J. Mitchell & E. N. Vaughn (Eds.) Participatory Literacy Practices for P-12 Classrooms in the Digital Age. Hershey, PA: IGI Global.
• Mitchell, C. (2019, March 2). It’s read across America day – Here’s what our kids must
know as literacy grows more complex. Fox News, https://www.foxnews.com/opinion/its-read-across-america-day-heres-what-our-kids-must-know-as-literacy-grows-more-complex
• Chair, Marcella Kraycik, TOTAL EXPERIENCE LEARNING: A CONSTRUCTIVIST CASE STUDY OF INSTRUCTIONAL LEADERSHIP AND ITS IMPACT ON THE INAUGURAL IMPLEMENTATION IN ELEMENTARY SCHOOL ENVIRONMENTS
• Assistant Professor, Penn State Berks
• Associate Professor, York College of Pennsylvania
• Program Administrator and Reading Coach/Educational Consultant, Berks County Intermediate Unit
• Director, Learning Ladder Child Development Center
• Literacy Coach/Trainer, Children’s Literacy Initiative
• Classroom Teacher, Kindergarten and Second Grade, Trenton Public School District
• Literacy Research Association
• National Association of the Education of the Young Child
• PennAEYC, American Education Research Association