Maneka Deanna Brooks
Biographic Data
| ID | 4619802 |
|---|---|
| NAME | Maneka Deanna Brooks |
| GIVEN NAMES | Maneka Deanna |
| FAMILY NAME | Brooks |
| SIGNATURE | BROOKS M D |
| AFFILIATIONS | Texas State University, TX, USA |
| ORCID | 0000-0003-4345-9607 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 11 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Reading and Bilingual Learners
Bilingualism and multilingualism are the norm across the globe. Therefore, studies of bilingual learners and reading are essential to both knowledge development about reading and educational equity. Importantly, studies in this area must include robust theoretical frameworks that reflect the nuanced lives and experiences of bilingual and multilingual students. This entry illustrates pushes readers to move beyond narrow analytic frames that focus …
Essential knowledge for serving bilingual youth: The perspectives of adult former English learners
This study, framed by dignity-focused language policy and intersectional anti-adultism, investigates how 74 adults misclassified as English learners (ELs) during U.S. K-12 education conceptualize essential knowledge for educating bilingual students. Through semi-structured interviews, participants stressed two key areas for schools that serve bilingual students: recognizing students’ nuanced linguistic histories and acknowledging students as educ…
Teachers' perspectives on the structure of reading intervention classes in secondary schools: A meta-synthesis of qualitative research
Tackling Adultism: Solidarity, Literacies, and Parenting
A commitment to social justice and equity should appear not only in academics’ writing but also in their personal lives. In this Insights essay, I contend with creating coherence between my research and parenting practice through my struggles with unlearning adultism. Specifically, I describe how my middle child, Junior, challenged me to live as I write within my research. As a result, this essay examines how embracing intersectional anti-adultis…
Challenging Adultism: Centering Youth as Educational Decision Makers
Research indicates that youth, especially those facing injustice, such as youth of Color in urban settings, are essential participants in educational decision-making. However, due to adultism and intersecting forms of oppression, their inclusion is not the norm. Grounded in the concept of adultism and the tradition of storytelling, we address the following question: How can educational researchers and practitioners challenge the adultism that con…
Placement matters: Is your reading intervention effective
Stand-alone reading intervention courses, or reading classes, are designed to facilitate the literacy development of adolescents who have been deemed “struggling” readers. However, the existence of such courses does not mean that these goals are realized. Decades of qualitative research on youth perspectives and experiences have documented how inequity can persist within reading classes. Nevertheless, district mandates or curricular adoptions oft…
Disrupting Secondary Reading Intervention: A Review of Qualitative Research and a Call to Action
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement
Adultism within English learner (EL) policy in the United States relegates youth to the status of objects whose English proficiency and academic achievement is assessed, monitored, and developed. This study challenges this institutionalized adultism by centering youths’ interpretations of their own schooling experiences. It uses an intersectional anti‐adultism conceptual lens to investigate how 20 high school youths understood the relationship be…
A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools
Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such as reading test scores, and few efforts have been made to synthesize studies of adolescent literacy interventions that attend to how students themselves experience those interventions and what mediat…
Pathways for Educators to Challenge Deficit Perspectives: Adolescents’ Transnational Digital Literacy Practices in the Classroom
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Photovoice as Multimodal Curriculum and Method for Community Change
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Centering First‐Generation College Students’ Lived Experiences Through Critical Digital Storytelling
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
A Student's Perspective on Literacy Teaching and Learning: Starting a Conversation Through Six Suggestions
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Leveraging Adolescents’ Agency, Engagement, and Comprehension‐Focused Reading
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Humanizing the Practice of Witnessing Trauma Narratives
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Authentic Choice: A Plan for Independent Reading in a Restrictive Instructional Setting
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Centering Student Identities in Critical Media Literacy Instruction
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Social Justice Literacy Workshop for Critical Dialogue
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Multilingual Writers in College Contexts
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Collaborating With Youths as Coteachers in Literacy Learning
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Why the “Struggling Reader” Label Is Harmful (and What Educators Can Do About It)
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Pushing Past Myths: Designing Instruction for Long‐Term English Learners
How and When Did You Learn Your Languages? Bilingual Students’ Linguistic Experiences and Literacy Instruction
Educators are expected to take into account students’ linguistic experiences when designing literacy instruction. However, official school records traditionally provide limited information about students’ linguistic histories. This article presents educators with a linguistic survey that can help bridge this gap. The survey is an easy‐to‐use classroom resource through which educators can gather information about their students’ linguistic experie…
Future Perfect: Teachers’ Expectations and Explanations of their Latino Immigrant Students’ Postsecondary Futures
Teacher expectancy research has demonstrated the greatest effects for members of racialized groups. Most research has focused on students’ near-term abilities; missing are understandings of how teachers perceive their students’ future trajectories. Drawing on social mirroring and attribution theories, this study investigates how 14 elementary, middle, and high school teachers of Latino immigrant students described and explained their students’ po…
Challenging Adultism: Centering Youth as Educational Decision Makers
Research indicates that youth, especially those facing injustice, such as youth of Color in urban settings, are essential participants in educational decision-making. However, due to adultism and intersecting forms of oppression, their inclusion is not the norm. Grounded in the concept of adultism and the tradition of storytelling, we address the following question: How can educational researchers and practitioners challenge the adultism that con…
Future Perfect: Teachers’ Expectations and Explanations of their Latino Immigrant Students’ Postsecondary Futures
Teacher expectancy research has demonstrated the greatest effects for members of racialized groups. Most research has focused on students’ near-term abilities; missing are understandings of how teachers perceive their students’ future trajectories. Drawing on social mirroring and attribution theories, this study investigates how 14 elementary, middle, and high school teachers of Latino immigrant students described and explained their students’ po…
Pushing Past Myths: Designing Instruction for Long‐Term English Learners
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement
Adultism within English learner (EL) policy in the United States relegates youth to the status of objects whose English proficiency and academic achievement is assessed, monitored, and developed. This study challenges this institutionalized adultism by centering youths’ interpretations of their own schooling experiences. It uses an intersectional anti‐adultism conceptual lens to investigate how 20 high school youths understood the relationship be…
How and When Did You Learn Your Languages? Bilingual Students’ Linguistic Experiences and Literacy Instruction
Educators are expected to take into account students’ linguistic experiences when designing literacy instruction. However, official school records traditionally provide limited information about students’ linguistic histories. This article presents educators with a linguistic survey that can help bridge this gap. The survey is an easy‐to‐use classroom resource through which educators can gather information about their students’ linguistic experie…
Future Perfect: Teachers’ Expectations and Explanations of their Latino Immigrant Students’ Postsecondary Futures
Teacher expectancy research has demonstrated the greatest effects for members of racialized groups. Most research has focused on students’ near-term abilities; missing are understandings of how teachers perceive their students’ future trajectories. Drawing on social mirroring and attribution theories, this study investigates how 14 elementary, middle, and high school teachers of Latino immigrant students described and explained their students’ po…
Multilingual Writers in College Contexts
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Collaborating With Youths as Coteachers in Literacy Learning
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Why the “Struggling Reader” Label Is Harmful (and What Educators Can Do About It)
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Pushing Past Myths: Designing Instruction for Long‐Term English Learners
A Student's Perspective on Literacy Teaching and Learning: Starting a Conversation Through Six Suggestions
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Leveraging Adolescents’ Agency, Engagement, and Comprehension‐Focused Reading
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Humanizing the Practice of Witnessing Trauma Narratives
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Authentic Choice: A Plan for Independent Reading in a Restrictive Instructional Setting
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Centering Student Identities in Critical Media Literacy Instruction
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Social Justice Literacy Workshop for Critical Dialogue
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Pathways for Educators to Challenge Deficit Perspectives: Adolescents’ Transnational Digital Literacy Practices in the Classroom
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Photovoice as Multimodal Curriculum and Method for Community Change
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
Centering First‐Generation College Students’ Lived Experiences Through Critical Digital Storytelling
The authors featured in this department column share instructional practices that support transformative literacy teaching and disrupt “struggling reader” and “struggling writer” labels
A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools
Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such as reading test scores, and few efforts have been made to synthesize studies of adolescent literacy interventions that attend to how students themselves experience those interventions and what mediat…
Placement matters: Is your reading intervention effective
Stand-alone reading intervention courses, or reading classes, are designed to facilitate the literacy development of adolescents who have been deemed “struggling” readers. However, the existence of such courses does not mean that these goals are realized. Decades of qualitative research on youth perspectives and experiences have documented how inequity can persist within reading classes. Nevertheless, district mandates or curricular adoptions oft…
Disrupting Secondary Reading Intervention: A Review of Qualitative Research and a Call to Action
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement
Adultism within English learner (EL) policy in the United States relegates youth to the status of objects whose English proficiency and academic achievement is assessed, monitored, and developed. This study challenges this institutionalized adultism by centering youths’ interpretations of their own schooling experiences. It uses an intersectional anti‐adultism conceptual lens to investigate how 20 high school youths understood the relationship be…
Challenging Adultism: Centering Youth as Educational Decision Makers
Research indicates that youth, especially those facing injustice, such as youth of Color in urban settings, are essential participants in educational decision-making. However, due to adultism and intersecting forms of oppression, their inclusion is not the norm. Grounded in the concept of adultism and the tradition of storytelling, we address the following question: How can educational researchers and practitioners challenge the adultism that con…
Reading and Bilingual Learners
Bilingualism and multilingualism are the norm across the globe. Therefore, studies of bilingual learners and reading are essential to both knowledge development about reading and educational equity. Importantly, studies in this area must include robust theoretical frameworks that reflect the nuanced lives and experiences of bilingual and multilingual students. This entry illustrates pushes readers to move beyond narrow analytic frames that focus …
Essential knowledge for serving bilingual youth: The perspectives of adult former English learners
This study, framed by dignity-focused language policy and intersectional anti-adultism, investigates how 74 adults misclassified as English learners (ELs) during U.S. K-12 education conceptualize essential knowledge for educating bilingual students. Through semi-structured interviews, participants stressed two key areas for schools that serve bilingual students: recognizing students’ nuanced linguistic histories and acknowledging students as educ…
Teachers' perspectives on the structure of reading intervention classes in secondary schools: A meta-synthesis of qualitative research
Tackling Adultism: Solidarity, Literacies, and Parenting
A commitment to social justice and equity should appear not only in academics’ writing but also in their personal lives. In this Insights essay, I contend with creating coherence between my research and parenting practice through my struggles with unlearning adultism. Specifically, I describe how my middle child, Junior, challenged me to live as I write within my research. As a result, this essay examines how embracing intersectional anti-adultis…
Pedagogy (21 works) · Psychology (21 works) · Mathematics education (20 works) · Sociology (15 works) · Literacy (10 works) · Literacy, Media, and Education (10 works) · Political science (10 works) · Computer Science (7 works) · Reading and Literacy Development (5 works) · Social science (5 works)