2014 to present             Learning Systems Institute at Florida State University, Tallahassee, FL

                                    Research Faculty II. (2021 to date).

Research Faculty I. (2016 to date).

Literacy Consultant. (2014-2016).

• Contribution to team work on grant/contract proposal development and review, development of technical reports, and dissemination of research findings; representation of LSI in conference proceedings and project meetings; and collaboration in and development of curricula and peer-reviewed publications related to early grade reading, teacher professional development, and classroom instruction.
• Support of institutions such as Ministries of Education, Councils of Colleges of Education, Universities, and Teacher Education Institutions (TEIs) in the development of early grade reading (EGR) curriculum; supplementation of pre-service teacher education curriculum (in English and multiple local languages) to include EGR skills instruction, research-based instructional practices, and low-cost/no-cost materials; development and provision of interactive professional development training (in English and multiple mother tongue languages) to teaching faculty and universities on evidence-based literacy practices; and systematic situation/contextual analysis of education institutions in developing country contexts.
• Field work focused on developing instructional and professional training materials, delivering training to college and university instructors, monitoring and evaluating program implementation, and using observational and focus group discussion data to refine the materials produced and determine efficient and effective instructional approaches.
• Project administration.

 

Malawi Strengthening Teacher Education and Practice (2022 to date) – FSU Project Director

Cooperative Agreement # 72061222CA00001

Funding Agency: USAID-Malawi

FSU/LSI Project Director: Adrienne Barnes-Story, Ph.D.

Learning Systems Institute at Florida State University

• Project administration.

Rwanda Schools and Systems Activity (2021 to date) – FSU Project Director

PO # 21002411

Funding Agency: USAID-Rwanda/FHI360

FSU/LSI Project Director: Adrienne Barnes-Story, Ph.D.

Learning Systems Institute at Florida State University

• Project administration and technical assistant for baseline Situation Analysis and desk review of materials.

Transforming Teacher Education in Zambia (2020 to date) – Teacher Training and Materials Development Specialist

Agreement # 72061120CA00006

Funding Agency: USAID-Zambia

FSU/LSI Project Director: Stephanie Zuilkowski, Ph.D.

Learning Systems Institute at Florida State University

• Baseline evaluation of teacher training institutions, delivery of a Foundational Literacy course for teacher educators and other stakeholders, and support aligning pre-service teacher education programs to in-service curriculum and evidence-based practices for teaching literacy in Zambian languages and English through materials development and training.

Advancing Basic Education in the Philippines (ABC+) (2019 to 2021) – Literacy and Pedagogy Specialist

Contract # 4-330-0217045-65792L

Funding Agency: USAID-Philippines/RTI International

FSU/LSI Project Director: Ana H. Marty, Ph.D.

Learning Systems Institute at Florida State University

• Supported the baseline assessment of teacher training institutions in Legazpi and Iloilo, development of course modules for pre-service teacher training courses in Bicol University and West Visayas State University.

Malawi National Reading Program (NRP) Implementation and Expansion (2019 to date) – Project Director/Materials Development Specialist

PO # 72061220P00001

Funding Agency: USAID-Malawi

FSU/LSI Project Director: Adrienne Barnes, Ph.D.

Learning Systems Institute at Florida State University

• Oversee project implementation; write and submit project reports; provide technical support to federal stakeholders in developing Scopes and Sequences for English and Chichewa Standards 5-8 and literacy curricula for English and Chichewa Standards 5 and 6.

University of Maiduguri – Florida State University Partnership (2020 to 2021) – Literacy and Pedagogy Specialist

Contract # 186000-524-044598

Funding Agency: USAID-Nigeria

FSU/LSI Project Director: Ana Marty, Ph.D.

Learning Systems Institute at Florida State University

• Development of course syllabi for a course of studies resulting in a diploma program in Early Grade Reading as well as a toolkit for Mother Tongue Based Multilingual Education.

Uzbekistan Education Reform Program (2020) – Literacy and Pedagogy Specialist

Contract # 2-330-0217315-65810L

Funding Agency: USAID-Uzbekistan/RTI International

FSU/LSI Project Director: Rabieh Razzouk, Ph.D.

Learning Systems Institute at Florida State University

• Supported the development of learning objectives, scopes and sequences, and teaching and learning materials for Uzbekistan Language Reading curricula for grades 1-4.

Nigeria Centre for Reading Research and Development (2017 to 2020) – Literacy and Pedagogy Specialist.

Contract # AID-620-G-17-00001

Funding Agency: USAID-Nigeria

FSU/LSI Project Director: Stephanie Zuilkowski, Ed.D.

Learning Systems Institute at Florida State University

• Developed and delivered a graduate-level course Teaching Early Grade Reading Skills: A Course for Teacher Educators, Researchers, and Stakeholders at the Bayero University Kano campus (2017); supported research fellows from BUK at the FSU Tallahassee campus to understand and implement evidence-based reading instruction and education research methodologies.

Northern Education Initiative Plus (NEI Plus) (2016 to 2021) – Literacy and Pedagogy Specialist.

Contract # 186000-524-037853

Funding Agency: USAID-Nigeria/Creative Associates International

FSU/LSI Project Director: Adrienne Barnes, Ph.D.

Learning Systems Institute at Florida State University

• Oversaw project implementation; wrote and submitted project reports; baseline and end-line assessment of TEIs and teacher education faculty; led curriculum revisions, teacher educator training materials development, professional development workshops, and dissemination of course materials related to the teaching and learning of EGR (integrating Mu Karanta! and Let’s Read!) with four teacher education institutions; supported the ICT team in designing the EGR resource rooms and choosing appropriate technology for four teacher education institutions; developed and delivered course materials and certificates for a post-graduate course in EGR for federal and state-level stakeholders; and designed a Professional Learning Community framework that engaged four teacher education institutions, the Nigeria Centre for Reading and Research Development at Bayero University in Kano, and post-graduate course certificate holders to facilitate  community outreach and training related to home literacy practices and school attendance. 

Honduras Reading Activity (de Lectores a Lideres) (2018 to 2019) – Project Director

Contract # 2018-0036

Funding Agency: USAID-Honduras/Education Development Center, Inc.

FSU/LSI Project Director: Adrienne Barnes, Ph.D.

Learning Systems Institute at Florida State University

• Oversaw project implementation; wrote and submitted project reports; supported baseline assessment of TTIs and teacher education faculty.

Promoting Early Reading in Borno and Yobe (2018 to 2019) – Materials Development and Training Specialist.

Contract # 43252208

Funding Agency: UNICEF

FSU/LSI Project Director: Ana Marty, Ph.D.

Learning Systems Institute at Florida State University

• Provided technical assistance in the development of primary grades reading curriculum and materials in Hausa and Kanuri languages (KARI curriculum, based on the RANA curriculum); development and delivery of teacher professional development training on the new primary grades curriculum.

 

Reading for Ethiopia’s Achievement Developed-Technical Assistance (READ-TA) (2014 to 2017) – Reading Specialist.

Contract # 2-330-0213559

Funding Agency: USAID-Ethiopia/RTI International

FSU/LSI Project Director: Flavia Ramos-Mattoussi, Ed.D.

Learning Systems Institute at Florida State University

• Provided technical assistance to support the development of seven course modules related to early grade literacy instruction in English and seven of the most widely-spoken locally-dominant languages in Ethiopia; trained of over 200 Mother Tongue Language Department college instructors on the new course materials (in English and in locally-dominant languages using co-facilitators); monitored/evaluated course instruction at the CoEs, revised and produced the final materials/modules; conducted exit interviews to gauge the effectiveness of the intervention.

2014 To Present           Independent Literacy and Pedagogy Consultant

American University of Nigeria, Yola, Nigeria (2020)

• Developed a teacher guide and a teacher training manual for using Hausa supplementary decodable and leveled readers in the primary classroom.

Family Health International (FHI360), Washington, DC (2019 to 2020)

• Developed reading, social studies, and mathematics curricula (Scopes & Sequences, Pupil Books, and Teacher Guides) for both the RANA Upper Primary and Addressing Education in Northeast Nigeria projects.

University Research Co., LLC, Chevy Chase, MD (2017 to 2019)

• Developed early grade reading training and professional development resources and delivered training workshops and webinars for USAID University and for the Reading within Reach (REACH) Project, which is part of the Global Reading Network.

Florida State University (2014 to 2016)

• Supported the READ-TA project in Ethiopia.

 

2011 to 2015                Florida Center for Reading Research, Tallahassee, FL

                                    Doctoral Research Fellow.

• Supported the coordination of two multi-district longitudinal reading research projects in public elementary schools. Duties included daily management and training of research lab staff, data management, data analysis, manuscript/ presentation authorship, and liaising with schools and teachers for data collection and intervention implementation.  

Development of Oral and Silent Reading Fluency and its relation with Reading Comprehension in First through Third Grade Students

            (2012-2015) – Project Co-Coordinator

            Award # R305A120147

            Funding Agency: Institute of Education Sciences

            Principal Investigator: Young-Suk Kim, Ed.D.

            Florida Center for Reading Research at Florida State University

Examining Effective Intervention Targets, Longitudinal Intensity, and Scaling Factors for Pre-K to 5th Grade Student Comprehension

(2011-2012) – Research Assistant and Sub-Project Co-Coordinator

Award # R305F100027

Funding Agency: Institute of Education Sciences

Principal Investigator: Christopher Lonigan, Ph.D.

Florida Center for Reading Research at Florida State University

• As one of two project co-coordinators for the awards listed above, Dr. Barnes trained and managed research lab staff; liaised with participating schools; developed and organized testing and intervention materials/kits; delivered intervention treatments to students in grades 2 and 3; organized and facilitated data collection in elementary schools across three counties in north Florida for grades Pre-K to 3; managed data scoring and entry; trained data collectors, transcribers, and scorers for reliability in paper, audio, and video data (including Praat and NOLDUS softwares); and summarized data analyses.

2014                            Florida State University, Panama City, FL.

            Adjunct Professor. Delivered course content for EDE 4302: Literacy Assessment and Instruction, a course focused on how to assess students and develop data-driven instruction based on student needs; assessed student achievement; and provided feedback to College of Education undergraduate and graduate students.   

2010 to 2011                Florida State University, Panama City, FL.

Graduate Research Assistant. Provided advising to undergraduate education students and supported the College of Education professors.

2010 to 2011                Bay District Schools, Panama City, FL.

            Teacher. Provided substitute teaching services in Language Arts and Reading classes.

2010 to 2011                Independent Consultant, Panama City, FL

            Private Reading Tutor. Provided one-on-one private tutoring for students in grades 2 to 6 (as well as adults in the local GED program) in need of remedial reading instruction.

2005 to 2008                Consultant, Canton, GA

            Private Reading Tutor. Provided one-on-one private tutoring for students in grades 2 to 6 in need of remedial reading instruction.

2004 to 2008                American Heritage Academy, Canton, GA

Teacher. Educated the youth of America in all subjects taught at the third-grade level; led the grade-level team in designing and implementing the annual instructional plan; provided after-school remedial Reading classes to low-performing students; organized and directed summer reading camps for students in grades 1 to 8.

 

2020 Big Sister of the Year, Big Brothers Big Sisters of the Big Bend, Tallahassee, FL.

2019 Big Sister of the Year nominee, Big Brothers Big Sisters of the Big Bend, Tallahassee, FL.

2011 to 2015 Research Fellow, Florida Center for Reading Research (Institute of Education Sciences), Pre-doctoral Interdisciplinary Research Training Program.

• Strengthening Teacher Education and Practice in Malawi, Funding Agency: USAID Malawi, Principal Investigator  Period of Performance: 1/17/2022 - 1/16/2027 
• USAID Rwanda Schools and Systems Activity, Funding Agency: FHI 360, Principal Investigator  Period of Performance: 10/14/2021 - 4/15/2026 
• Northern Nigeria Education Initiative Plus (NEI+), Funding Agency: USAID-Nigeria/ Creative Associates International, Inc., Contract Number: FSU-2015-001, Principal Investigator: Adrienne Barnes, Period of Performance: 11/5/2015 - 7/5/2020 

• National Reading Program Implementation and Expansion, Funding Agency: USAID-Malawi, Contract Number: 72061220P00001, Principal Investigator: Adrienne Barnes, Period of Performance: 2019-2023

• Honduras Reading Activity (De Lectores a Líderes/Readers to Leaders), Funding Agency: USAID-Honduras/Educational Development Center (EDC), Contract Number: 2018-0036, Principal Investigator: Adrienne Barnes, Period of Performance: 1/9/2018 – 9/30/2019

• Nigerian Center for Reading Research and Development: Funding Agency: USAID

Comparative and International Education Society
Golden Key International Honor Society
Society for International Development

 

Ethiopia, 2014-2017 (12 months in-country, cumulative: Addis Ababa, Amhara, Oromia, SNNPR)
Honduras, 2018-2019 (1 month in-country, cumulative: Tegucigalpa)
Malawi, 2020-2023 (11 months in-country, cumulative: Northern, Central, and Southern Regions)
Nigeria, 2016-2019 (13 months in-country, cumulative: FCT, Kano, Bauchi, Sokoto, Borno)
Philippines, 2020 (2 weeks in-country, Manila, Iloilo, Legazpi)
Rwanda, 2022-2023 (1 month in-country, Kigali)
Zambia, 2021-2022 (4 months in-country, cumulative: Lusaka)

Paredes, C., Barnes-Story, A. E., Zuilkowski, S., & Akinrinmade, B. (in press). The potential of non-formal learning programs to close reading gaps for out-of-school children: Findings from northern Nigeria. Global Education Review.

Wawire, B. A., Barnes-Story, A. E., Kiru, E. W. & Kim, S. (in press). The impact of COVID-19 pandemic on early grade literacy in sub-Saharan Africa: a scoping review of impact, response, and recovery. Current Issues in Comparative Education.

Wawire, B. A. & Barnes-Story, A. E., Piper, B. (2023). Supporting multilingual children at-risk of reading failure: Impacts of a multilingual structured pedagogy literacy intervention in Kenya. Reading and Writing: A Multidisciplinary Journal. DOI:10.1007/s11145-023-10453-z

Wawire, B. A. & Barnes-Story, A. E. (under review). Supporting multilingual children at-risk of reading failure: Impacts of a multilingual structured pedagogy literacy intervention in Kenya. Submitted to Reading and Writing: A Multidisciplinary Journal.

Wawire, B. A., Barnes-Story, A. E., Kiru, E. W. & Kim, S. (in press). The impact of COVID-19 pandemic on early grade literacy in sub-Saharan Africa: a scoping review of impact, response, and recovery. Submitted to Current Issues in Comparative Education.

Paredes, C., Barnes-Story, A. E., Zuilkowski, S., & Akinrinmade, B. (under review). The potential of non-formal learning programs to close reading gaps for out-of-school children: Findings from northern Nigeria. Submitted to Global Education Review.

Wawire, B. A. & Barnes-Story, A. E. (2022). Translanguaging for multilingual literacy: Pedagogical approaches for classroom practitioners. Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2022.2094702

Barnes, A. E., Boyle, H., Zuilkowski, S., & Bello, Z. N. (2019). Reforming teacher education in Nigeria: Laying a foundation for the future. Teaching and Teacher Education, 79, 153-163. 

Barnes, A. E., Zuilkowski, S. S., Mekonnen, D., & Ramos-Mattoussi, F. (2018). Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education. Teaching and Teacher Education, 70, 1-11.

Barnes, A. E., Kim, Y-S., Tighe, E. L., & Vorstius, C. (2017). Readers in adult basic education: Component skills, eye movements, and fluency. Journal of Learning Disabilities, 50(2), 180-194.

Barnes, A. E., & Kim, Y-S. (2016). Low-skilled adult readers look like typically developing child readers: A comparison of reading skills and eye movement behavior. Reading and Writing: An Interdisciplinary Journal, 29, 1889-1914.

Barnes, A. E., Kim, Y-S. & Phillips, B. M. (2014). The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools. Reading and Writing: An Interdisciplinary Journal, 27, 1189-1205.

Tighe, E. L., Barnes, A. E., Connor, C. M., & Steadman, S. C. (2013). Defining success in Adult Basic Education settings: Multiple stakeholders, multiple perspectives. Reading Research Quarterly, 48, 415-435.