Associate Professor

Sean Hurley is an Associate Professor in the Department of Education, 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.

Dr. Hurley also teaches and conducts research on improving academic and social outcomes for youths living in poverty, and applying principles from cognitive psychology to formal learning settings.



Perrin, E. C., Hurley, S. M., Mattern, K., Flavin, L., & Pinderhughes, E. E. (2019). Barriers and Stigma Experienced by Gay Fathers and Their Children. Pediatrics,143(2),e20180683. 10.1542/PEDS.2018-0683

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.

Awards and Recognition

Graduate Student Senate Award for Excellence in Teaching from The University of Vermont Graduate Student Senate (2012)

Associations and Affiliations

American Educational Research Association (AERA)

Areas of Expertise and/or Research

  • Adult learning
  • Assessment and evaluation
  • Early childhood
  • Educational policy
  • Learning and cognition
  • Psychology
  • Research methods


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


  • (802) 656-2072
Office Location:

Waterman 499B