• Teacher Education
• Young Adult Literature
• Adolescent Literacy
• Racial Literacy

• Literacy Intervention and Coaching

   

Dr. McGee had a decade of experience teaching and coaching literacy in secondary schools in Oklahoma City and Dallas before teaching undergraduate literacy courses at Clemson University for four years. She currently teaches graduate literacy courses for teacher candidates across programs at Mercy, including but not limited to:

• EDUC 507 Approaches to Literacy: Early Childhood-Adolescence
• EDUC 561 Literacy Instruction for Students with Special Needs  
• EDUC 643 Literacy in Content Areas   
• EDUC 659 Practicum in Literacy Assessment, All Grades

Dr. McGee's research interests include teacher preparation, specifically preparation to work with multilingual learners and to incorporate young adult literature in the classroom across content areas. She also researches how teachers develop their racial literacy and how that development impacts teaching diverse student populations.

• Cridland-Hughes, S., & McGee, K. (2026). How do we define young adult literature and still support students’ right to read? A call to conversation. The ALAN Review, 53(2), 101-111.
• Rowe, L. W., & McGee, K. (2025). Teachers’ translingual composing: How preservice teachers responded to invitations to write using multiple languages. Action in Teacher Education, 48(1), 40-56. https://doi.org/10.1080/01626620.2025.2545198  
• Rowe, L. W., & McGee, K. (2025). Language analyses of multicultural text discussions: How preservice teachers reflect on their own talk about multilingual texts. Education Sciences, 15(6), 679. https://doi.org/10.3390/educsci15060679