University of Vermont

Faculty Biography

Faculty Biography | Sean Hurley

Sean Hurley

Sean Hurley, Ph.D.Associate Professor

Contact Information:
Waterman 499b
(802) 656-2072
Sean.Hurley@uvm.edu

Sean Hurley is an associate professor in the Department of Leadership and Developmental Sciences where he teaches graduate courses in research methodology and statistics. His research interests include quantitative research methodology (particularly techniques for interpreting data obtained from field studies in Education, such as multilevel modeling and missing-data augmentation), improving academic and social outcomes for youths living in poverty, and applying principles from cognitive psychology to formal learning settings.

Areas of Expertise:

Adult Learning; Assessment and Evaluation; Early Childhood; Educational Policy; Learning and Cognition; Psychology; Research Methods

Scholarship

Selected Publications

  • Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting Personnel Utilization in Inclusion-Oriented Schools. The Journal of Special Education. doi:10.1177/0022466911419015  [abstract]
  • Hurley, S. M., Novick, L. R. (2010). Solving problems using matrix, network, and hierarchy diagrams: the consequences of violating construction conventions. The Quarterly Journal of Experimental Psychology, 63, 275 - 290.  [abstract]
  • Nqweni, Z. C., Pinderhughes, E. E., & Hurley, S. (2010). Delinquent Adolescents' Regrettable Behaviours and Parental Engagement: A Cross-cultural Comparison. Journal of Psychology in Africa, 20 (2), 249-258.  [abstract]
  • Giangreco, M. F., Hurley, S. M., & Suter, J. C. (2009). Special education personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 41, 53-56.
  • Lipsey, M. W., & Hurley, S. M. (2009). Design Sensitivity: Statistical Power for Applied Experimental Research. In L. Bickman & D. J. Rog (Eds.), The SAGE Handbook of Applied Social Research Methods (44-76). California: SAGE Publications, Inc.
  • Pinderhughes, E. E., Hurley, S. M., & the Conduct Problems Prevention Research Group (2008). Disentangling Ethnic and Contextual Influences Among Parents Raising Youth in High- Risk Communities. Applied Developmental Science, 12, 211-219.  [abstract]
  • Hurley, S. M., & Novick, L. R. (2006). Context and structure: The nature of students' knowledge about three spatial diagram representations. Thinking and Reasoning, 12, 281-308.  [abstract]
  • Novick, L. R., & Hurley, S. M. (2001). To Matrix, Network, or Hierarchy: That Is the Question. Cognitive Psychology, 42(2), 158–216.
  • Novick, L. R., Hurley, S. M., & Francis, M. (1999). Evidence for abstract, schematic knowledge of three spatial diagram representations. Memory & Cognition, 27(2), 288–308.

Selected Presentations

  • Killeen, K., Hurley, S. M., Pinderhughes, E.E., & Dodge, K. A. (2011). Disentangling the Effects of Early Adverse Experiences and Student Mobility on Student Outcomes in Elementary School. 2011 Sociology of Education Conference, Monterey, CA
  • Diamond, N., & Hurley, S. M. (2009). Preparing Women for Academic Leadership: The Higher Education Resource Services (HERS) Institutes, 1976-2003. 2009 AERA Annual Convention, San Diego, CA
  • Lipsey, M. W., Farran, D. C., Hurley, S. M., Hofer, K. G., & Bilbrey, C. (2009, March). Effects of a Literacy Focused Curriculum and a Developmental Curriculum in Rural Pre-k Classrooms on School Readiness and State Achievement Test Scores. Society for Research on Educational Effictiveness Second Annual Conference, Crystal City, VA.
  • Farran, D.C., Lipsey, M., Watson, B., & Hurley, S. (April 2007), Balance of content emphasis and child content engagement in an Early Reading First program. In D. Clements (chair), How should preschoolers spend their day? Integration and conflicts across developmental areas. Paper symposium presented at the annual meeting of the American Educational Research Association, Chicago IL.
  • Farran, D. C., Lipsey, M., Aydogan, C., Plummer, C., Bilbrey, C., & Hurley, S. (March, 2007). Prekindergarten curricula: Teacher change and child engagement. In D. Dickinson (chair), Fostering development among teachers and children in literacy, math, science, and social development. Poster symposium presented at the biennial meeting of the Society for Research in Child Development, Boston, MA.

Courses Taught in the Last 5 Years

Hierarchical Linear Modeling; How We Learn: Brain, Mind, and Education; Introduction to Research Methods; Quantitative Program Evaluation; Quantitative Research Methods

Education

  • Ph.D. in Psychology from Vanderbilt University
  • M.S. in Psychology from Vanderbilt University

Awards & Honors

  • Graduate Student Senate award for Excellence in Teaching from UVM Graduate Student Senate: (2012)

Licensure or Certifications

  • Certified Reviewer (Group Designs), Institute of Education Sciences What Works Clearninghouse

Professional Associations

  • American Educational Research Association (AERA)