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Kristin Robinson

Senior Instructional Designer & Research Associate

After earning master’s degrees in American Studies at Yale University, Kristin worked on her doctoral dissertation which investigated the role of the image of home in American culture up to the Civil War. This somewhat esoteric topic led to digging into cultural history and to her considering how ideological and corresponding physical structures could impact both human action and possibilities.

It is this idea—that there are structures that directly influence the success or failure of ideas, efforts, and people—that was her connection with CAST. In her work in CAST’s research and development initiatives, she is particularly interested in using instructional design to acknowledge and empower the diverse priorities among the widest range of learners.

My Inspiration

Three books helped shape my perspective on culture, learners, and the environments in which we learn:

  • Deconstruction and Philosophy: The Texts of Jacques Derrida, edited by John Sallis (1987)
  • History and Criticism, by Dominick LaCapra (1985)
  • Romantic Re-Vision: Culture and Consciousness in Nineteenth Century American Painting and Literature, by Bryan J. Wolf (1983)


MPhil, MA, Yale University
BA, Wheaton College

Selected Publications

Louick, R.A., Daley, S., Robinson, K.H., (2019). Using an Autonomy-Oriented Learning Environment for Struggling Readers: Variations in Teacher Sense-making and Instructional Approach, Elementary School Journal.

Rose, D., Robinson, K. H., Hall, T., Coyne, P., Jackson, R., Wilcausas, S., Stahl, S. (2018), Accurate and Informative for All: Universal Design for Learning (UDL) and the Future of Assessment, Handbook of Accessible Instruction and Testing Practices Issues, Innovations, and Applications, Stephen N. Elliott, Ryan J. Kettler, Peter A. Beddow, & Alexander Kurz, eds.

Graham, S., Daley, S., Aitken, A., Harris, K., Robinson, K.H. (2018). Do Writing Motivational Beliefs Predict Middle School Students’ Persuasive Writing Performance? Journal of Reading Research.

Vue, G; Hall, T E.; Robinson, K, Ganley, P, Elizalde, E; Graham, S. (2016). Informing Understanding of Young Students’ Writing Challenges and Opportunities: Insights From the Development of a Digital Writing Tool That Supports Students With Learning Disabilities. Learning Disability Quarterly 39 (2), 83-94. 

Dalton, B., Robinson, K., Lavvorn, J., Smith, B.E., Alvey, T, Mo, E., Uccelli, P., and Proctor, C.P. (2015). Fifth-grade students’ multimodal compositions: Modal use and design intentionality. Elementary School Journal, 115(4), 548-569.

Coyne, P., Ganley, P., Lim, S., Robinson, K. & Daley, S. G. (2014). Universal Design for Learning: An approach to professional development and literacy in pre-school classrooms. Massachusetts Reading Association Primer.

Rappolt-Schlichtmann, G., Daley, S.G., Lim, S., Lapinski, S., Robinson, K.H., Johnson, M. (2013). Universal Design for Learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook. Journal of Educational Psychology, 105(4), 1210-1225.

Robinson, K., Meyer, A., (2012). “Doing History the Universal Design for Learning Way” in Universal Design for Learning in the Classroom: Practical Applications, Hall, T.E., Meyer, A., Rose, D.H., eds.

Dalton, B., Smith, B.E., & Robinson, K. (2011).  Developing a zest for academic Internet inquiry.  California Reader, 44(2).

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