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Barry Sloane (Finbarr Sloane)



Dr. Sloane, a native of Ireland, received his PhD in Measurement, Evaluation, and Statistical Analysis from the University of Chicago with specialization in Mathematics Education and Multilevel Modeling. Prior to joining the faculty at ASU he was a program director at the National Science Foundation's Division of Research, Evaluation, and Communication. There he oversaw a national effort to conduct research on the scaling of educational interventions in STEM disciplines. While at the NSF he provided institutional direction to Trends in International Mathematics and Science Study (TIMSS), the Board on International Comparative Studies in Education (BICSE), and has presented to the National Research Council of National Academies of Science. His research has appeared in Educational Researcher, Reading Research Quarterly, and Theory into Practice.

He serves on the editorial boards of a number of journals including: Irish Educational Studies, Mathematical Thinking and Learning, and Reading Research Quarterly; he is treasurer and secretary for the International Society of the Learning Sciences, he sits on the board of trustees for the AMB Foundation (a small foundation dedicated to support of Native Peoples of the Americas). He is a senior research scientist at the CRESMET center at ASU. 


Assessment; Mathematics Education; Multilelvel Modelling; Longitudinal Data Analysis; Scaling of interventions. 


Sloane, F. (accepted). Multilevel modeling: A historical overview. Irish Educational Studies.

Sloane, F. (2005). The scaling of educational interventions: Multilevel Insight. Reading Research Quarterly. 40 (3).

Sloane, F. (2005). Lesson study in Japanese mathematics classrooms: An exemplar of design research. In S. Close, T. Dooley and D. Corcoran (Eds.), First national conference on research in mathematics education: MEI1. St. Patrick's College of Education, Dublin: Ireland.

Conway, P. & Sloane, F. (2005). International trends in secondary mathematics education: A research Monogrpah. National Council for Curriculum and Assessment. Dublin: Ireland. (pp. 245).

Sloane, F., & Kelly, A. (2003). Issues in high stakes testing programs. Theory into Practice, 42(1), 12-18.

Kelly, A. & Sloane, F. (2003). Educational research and the problems of practice, Irish Educational Studies, 22(1), 29-40.

Sloane, F. & Gorard, S. (2003). Exploring modeling aspects of design studies. Educational Researcher, 32(1), 29