Ph.D. in Language, Literacy and Culture, University of California, Berkeley, 2010
Faculty Advisor, SOE Graduate Student Association
Member, USF Center for Teaching Excellence Committee
Language and literacy; reading instruction; equitable teaching strategies in urban elementary schools.
Maniates, H. & Mahiri, J. (in press). Post-scripts:
Teaching reading in the aftermath of prescriptive curriculum
Uchikoshi, Y. & Maniates, H. (2010). How does bilingual
instruction enhance English achievement?: A mixed-methods study of
Cantonese-speaking and Spanish-speaking bilingual classrooms. Bilingual Research Journal,
Maniates, H. & Pearson, P. D. (2008). The curricularization of
comprehension strategies instruction: A conspiracy of good
intentions. In Y. Kim & V. J. Risko (Eds.). 57th Yearbook of the National Reading
Conference. Oak Creek, WI: National Reading Conference, pp.
Marks, S. U. & Maniates, H. (2003). Formative evaluation of
professional development: How will we know success? (ERIC Document
Reproduction Service No. ED 479642).
Maniates, H., Doerr, B. & Golden, M. (2001). Teach our children well: Essential
strategies for the urban classroom. Portsmouth, NH:
Mangione, P. & Maniates, H. (1993). Training teachers to
implement deevelopmentally appropriate practice. Advances in Early Education and Day