Erica Barnes, Assistant Professor
Ph.D. , Vanderbilt University
Education Building-Room 329; (518) 442-3958
Erica Barnes completed her Ph.D. in Development, Learning, and Diversity at Vanderbilt University’s Peabody College. Her previous teaching experience has involved working with children in grades K-12, primarily providing support for students receiving special education services. She has also served as a Teacher Consultant and Progress Monitoring Consultant, assisting teachers and principals with planning, implementing, and assessing instruction, particularly around literacy-related activities.
Her research investigates teacher-child interactions in preschool classrooms that promote vocabulary growth, with an emphasis on the developmental trajectories of children with varying levels of language abilities and from low-income homes. Her work uses fine-grained measures such as type/token counts, sophisticated vocabulary, and utterance level coding to identify the mechanisms driving vocabulary learning in young children using quantitative methodology. She is interested in how language facilitates literacy growth, and how teachers may differentiate instruction for children from underserved populations to build their funds of knowledge.
Dickinson, D.K, Hofer, K.G., Barnes, E. M., & Grifenhagen, J.B. (2014). Factors affecting teachers’ support for academic language in Head Start classrooms.
Dickinson, D.K., Barnes, E.M., Mock, J. (2012). The contributions of curriculum to shifting teachers' practices. In A.M. Pinkham, T. Kaefer & S.B. Neuman (Eds.), Knowledge development in early childhood: How young children build knowledge and why it matters. New York: Guilford Press.
Dickinson, D.K, Freiberg, J.B., & Barnes, E.M. (2011). Why are so few interventions really effective? A call for fine grained research methodology. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research: Vol. III. New York: Guilford Press.