Dr. Hill received her bachelor's degree at the University of Michigan, Ann Arbor, her master's degree at Wayne State University, Detroit and her doctoral degree at Michigan State University, East Lansing.

She previously taught at California State University, Fresno, California; Michigan State University, East Lansing, Michigan; the Grosse Pointe Public Schools, Grosse Pointe, Michigan; the Detroit Public Schools, Detroit, Michigan.

Dr. Hill's research interests include culturally relevant pedagogy, the role of language in literacy acquisition, and discourse analysis.  Her current research projects include examining the literacy practices of primary teachers in a high achieving urban school and preparing pre-service teachers for reading pedagogy in urban schools.   She has presented her research findings at  local, national, and international conferences, including:  National Reading Conference, National Council of Teachers of English, American Educational Research Association, Ethnography in Education Research Forum,  Michigan Reading Association, the Learning Conference, and the International Reading Association.

Hill, K.D. (2008).  Conflict in a 6th grade book club:  Rule-driven discourse and its impact on turn-taking,  involvement offense, and revoicing.  Michigan Reading Journal, 40(2).

Hill, K.D. (2008).  A grade 7 English teacher and his students' use of literate identity in a Detroit suburb experiencing a diversity problem:  Providing access to standard and nonstandard writing conventions.  Perspectives on Urban Education, 5(2). 

Hill, K.D.(2008).  Conflict in a 6th grade book club:  Impact on a rule driven discourse. Voices from the Middle, 16(2).

Hill, K.D. (2009).  A Historical analysis of desegregation and racism in a racially polarized region—Implications for the historical construct, a diversity problem, and transforming teacher education toward culturally relevant pedagogy.  Urban Education,44(1).

Hill, K.D. (2009).  Codeswitching pedagogies and African American student voices:  Acceptance and resistance in an affluent suburb.  Journal of Adolescent & Adult Literacy, 53(2).

Hill, K.D. (forthcoming).  A grade 7 English teacher's enactment of discursive practices of controversial literature in a climate of residency issues in an affluent suburb.  Book chapter in progress in (working title)   “The Still Point: Teaching literacy in the context of reform in urban elementary schools.”   

• EDD 471/571
• Reading Models and Methods
• EDD 467
• Reading Models and Methods Practicum
• EDD 468
• Reading and Language Arts Methods
• EDC 560
• Reading Diagnosis and Assessment
• PADM 502
• Reading Programs: Organization and Management