Professor Maniates has been an educational consultant, content expert and teacher trainer for over 20 years. Most recently, she was with San Francisco Unified School District where she served as a project consultant for the PK3 Project which seeks to align and integrate instructional, support and family services between preschools and elementary schools to facilitate leadership meetings and to provide support to incubator sites.
- Faculty Advisor, SOE Graduate Student Association
- Member, USF Center for Teaching Excellence Committee
- PhD in Language, Literacy and Culture, University of California, Berkeley, 2010
- 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 policies. Language Arts.
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, 33:3, 364-385.
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. 271-282.
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: Heinemann.
Mangione, P. & Maniates, H. (1993). Training teachers to implement deevelopmentally appropriate practice. Advances in Early Education and Day Care, 5.