Curriculum Vitae (PDF)

Photo of Kirstin Papoi

Papoi, Kristin

Clinical Assistant Professor
MAT Program Coordinator

T: 919.843.9855
219A Peabody Hall
CB 3500

“Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.”

– Loris Malaguzzi


Kristin Papoi earned her Ph.D. in Curriculum and Instruction from the University of Wisconsin-Madison with a focus on Languages and Literacies and a minor in Qualitative Research Methods. Her dissertation research, fully funded by the Morgridge and Barton fellowships, was a multiple site case study that explored the affordances of arts-based pedagogies for elementary aged English learners in Chicago and Los Angeles. Her research provides robust examples of dramatic and visual arts integration pedagogies in action, which are largely missing from the research literature. Findings suggest how arts-based practices create a valuable, yet often overlooked, pedagogical space that privileges arts sensemaking as both learning and assessment tools. Dr. Papoi’s current research interests explore the impact of arts-based strategies on teacher pedagogical practices that create inquiry-driven, democratic spaces that positively affect pre-service teacher reflection as well as learning for emergent bilingual students.

Dr. Papoi has extensive experience in K-8 pre-service teacher education as MAT program coordinator and as a university supervisor and cohort lead at UW-Madison. She specializes in professional development through reflective dialogue and writing around issues of social justice and how the social context of education affects student learning. Prior to her doctoral work, she taught grades 3-5 in Southeast Los Angeles where she was her school’s Arts Cadre Co-Coordinator and Professional Learning Community Team Leader. She co-developed and trained teachers district-wide on an AERA award winning integrated Literacy and Social Studies Model Unit of Study for English & Academic Language Development. Prior to becoming a teacher, she served as Project Director at an arts-based, educational non-profit after eight years in the for profit world where she managed advertising and communications strategies for the Disney and Smith+Noble catalogs.

Educational Background

  • Ph.D. 2016 - University of Wisconsin-Madison, Curriculum & Instruction, Languages and Literacies
  • M.S. 1995 - Northwestern University, Integrated Marketing Communications and Direct Marketing
  • B.A. 1994 - Ohio Wesleyan University, English Literature and Journalism

Research Interests

  • Literacy
  • Multiliteracies
  • Arts Integration
  • Emergent Bilingualism
  • English Language Learning

Teaching Areas

  • Elementary Education
  • Literacy


  • EDUC 513: Senior Elementary Literacy Methods
  • EDUC 493: Senior Fall Student Teaching Practicum – Elementary Education

Honors & Awards

  • Tashia Morgridge Wisconsin Distinguished Graduate Fellowship (2015-2016)
  • Carrie R. Barton Memorial Scholarship (2014-2015)
  • AERA Division H publication award for LAUSD District J Grade 3 ELD/ALD Model Unit of Study (2004)
  • AERA Division H publication award for LAUSD District J School/District Profile (2004)

Funded Research

  • Arts-Based Practices in English Language Learners’ Multiliteracies Learning: A Multiple Site Case Study ($28,210)

Selected Professional Affiliations

  • American Educational Research Association (2013-present)
  • Literacy Research Association (2012-present)

Public Service

  • Board of Directors, President & Board Member, Preschool of the Arts, Madison, WI (2012-2015)
  • Editorial Board, Learning Architects, Pasadena, CA (2016-present)
  • Submission Reviewer, Literacy Research Association (2014-2015)

Selected Publications

Compton-Lilly, C., Papoi, K., Shedrow, S., & Hamman, L. (in press). Longitudinal Case Study Research: Understanding Literacy and Identity Practices of Children in Immigrant Families. SAGE Research Methods Case Education.

Compton-Lilly, C., Hamman, L., Papoi, K., Schwabenbauer, B., Venegas, P. (conditionally accepted). Intersectional Identity Negotiation: The Case of Young Immigrant Children. Journal of Literacy Research.

Update Profile