Professor and Chair, Department of Curriculum and Instruction, College of Education, The University of Texas at Arlington

  • 1993 - Ph.D., Education: Psychological & Cultural Studies, University of Nebraska
  • 1991 - M.Ed., Educational Psychology, Arizona State University
  • 1988 - B.S., Education (Social Sciences), University of Nebraska
daniel.robinson@uta.edu

Collections in this community

Recent Submissions

  • The Trouble With Interpreting Statistically Nonsignificant Effect Sizes in Single-Study Investigations 

    Levin, Joel R.; Robinson, Daniel H. (DigitalCommons@WayneStateWayne State University PressDepartment of Curriculum and Instruction, The University of Texas at Arlington, 5-1-2003)
    In this commentary, we offer a perspective on the problem of authors reporting and interpreting effect sizes in the absence of formal statistical tests of their chanceness. The perspective reinforces our previous ...
  • The Not-So-Quiet Revolution: Cautionary Comments on the Rejection of Hypothesis Testing in Favor of a “Causal” Modeling Alternative 

    Robinson, Daniel H.; Levin, Joel R. (Digital Commons@WayneStateWayne State University PressDepartment of Curriculum and Instruction, The University of Texas at Arlington, 11-1-2010)
    Rodgers (2010) recently applauded a revolution involving the increased use of statistical modeling techniques. It is argued that such use may have a downside, citing empirical evidence in educational psychology that ...
  • On the Roles of External Knowledge Representations in Assessment Design 

    Mislevy, Robert J.; Behrens, John T.; Bennett, Randy E.; Demark, Sarah F.; Frezzo, Dennis C.; Levy, Roy; Robinson, Daniel H.; Rutstein, Daisy Wise; Shute, Valerie J.; Stanley, Ken; Winters, Fielding I. (Technology and Assessment Study Collaborative, Caroline A. & Peter S. Lynch School of Education, Boston CollegeDepartment of Curriculum and Instruction, The University of Texas at Arlington, January 20)
    People use external knowledge representations (KRs) to create, identify, depict, transform, store, share, and archive information. Learning to work with KRs is central to becoming proficient in virtually every discipline. ...
  • Illuminating the Effects of Dynamic Lighting on Student Learning 

    Mott, Michael S.; Robinson, Daniel H.; Walden, Ashley; Burnette, Jodie; Rutherford, Angela S. (SageDepartment of Curriculum and Instruction, The University of Texas at Arlington, April-June)
    Light is universally understood as essential to the human condition. Yet light quality varies substantially in nature and in controlled environments leading to questions of which artificial light characteristics facilitate ...
  • The Paradox of Increasing both Enrollment and Graduation Rates : Acknowledging Elephants in the Ivory Tower 

    Mulvenon, Sean W.; Robinson, Daniel H. (Sciedu PressDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2014)
    The argument is made that increasing enrollments and graduation rates cannot occur while maintaining academic standards. Several U.S. universities are attempting to increase their enrollments to counter the financial ...
  • The supporting effects of high luminous conditions on grade 3 oral reading fluency scores 

    Mott, Michael S; Robinson, Daniel H; Williams-Black, Thea H; McClelland, Susan S (SpringerPlusDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2014)
    The universality of the impact of daylight is a common thread that defines humanity. Day light affects us in a variety of ways –visually, psychologically and biologically. Artificial lighting research has explored ways ...