William Furey

Assistant Professor, Education

William Furey received his doctoral degree in school psychology from the University of Massachusetts Amherst. Prior to studying school psychology, he earned his Master of Arts in Teaching from Brown University and taught elementary school in Connecticut and Rhode Island. He specializes in supporting early career teachers with classroom and instructional management through consultation. His experience also includes working in preservice teacher preparation programs and providing systems-level school consultation around Positive Behavior Interventions and Supports (PBIS) and social emotional learning (SEL). He previously served as faculty in a school psychology graduate program and has clinical experience providing therapy to children with autism spectrum disorder and their families. Currently, William’s research focuses on assessment and instructional procedures to support student learning in elementary classrooms. You can contact William at wfurey01@manhattan.edu.

Education

PhD, University of Massachusetts Amherst
MAT, Brown University
BA, Connecticut College

Courses Taught

  • EDUC 202     Psychology of Education
  • EDUC 318     Curriculum & Pedagogy in the Elementary Classroom
  • EDUC 353     Integrated Learning Grades 1-3
  • EDUC 406     Human Relations in the Educational Process
  • Publications and Scholarly Activities

    PUBLICATIONS

    Reynolds, J.L., Cochrane, W.S., Furey, W.M., & Matvichuk, T. (2019). Working together: A process to support teachers in increasing specific praise statements. Intervention in School and Clinic. Advance online publication. doi: 10.1177/1053451219842260

    Kuehnel, C., Castro, R., & Furey, W.M. (2019). A comparison of WISC-IV and WISC-V Verbal Comprehension Index scores for children with autism spectrum disorder. The Clinical Neuropsychologist, 33 (6), 1127-1137. doi:10.1080/13854046.2018.1503721  

    Furey, W.M., Marcotte, A.M., Wells, C.S., & Hintze, J.M. (2017). The effects of supplemental sentence-level instruction for fourth grade students identified as struggling writers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 33 (6), 563-578. doi:10.1080/10573569.2017.1288591

    Furey, W.M., Marcotte, A.M., Hintze, J., & Shackett, C.M. (2016). Concurrent validity and classification accuracy of curriculum-based measurement for written expression. School Psychology Quarterly, 31 (3), 369-382. doi:10.1037/spq0000138

    Whitcomb, S.A., & Furey, W.M. (2015).  In-service teachers and teacher education.  In W.G. Scarlett (Ed.) The SAGE Encyclopedia of Classroom Management. Thousand Oaks, CA: Sage Publications.

    Marcotte, A.M., Parker, C., Furey, W.M., & Hands, J.L. (2014). An examination of the validity of the Dynamic Indicators of Vocabulary Skills (DIVS).  Journal of Psychoeducational Assessment, 32 (2), 133-145. doi:10.1177/0734282913498849

    REFEREED PRESENTATIONS

    Furey, W.M., Coulter, B., Randolph, M., & Reynolds, J.L. (2019, February). Developing screening procedures for written expression in a rural district. Presented at the National Association of School Psychologists Annual Conference, Atlanta, GA.

    Furey, W.M. & Marcotte, A.M. (2018, February). Applying theory and research to instructional support for struggling writers. Presented at the National Association of School Psychologists Annual Conference, Chicago, IL.

    Furey, W.M. & Marcotte, A.M. (2018, February). Comparing WE-CBM and teacher ratings for accurate screening decisions. Presented at the National Association of School Psychologists Annual Conference, Chicago, IL.

    Reynolds, J.L., Matvichuk, T., Hartus, E., & Furey, W.M. (2018, February). Praise statements and student behavior: Effects of a multicomponent intervention. Presented at the National Association of School Psychologists Annual Conference, Chicago, IL.

    Cochrane, W., Honour, C., Kraus, K., & Furey, W.M. (2018, February). States using RtI for SLD: The search for evidence of treatment integrity in their state rules and university training programs for school professionals. Presented at the Trainers of School Psychology Annual Conference, Chicago, IL.

    Furey, W.M., & Marcotte, A.M. (2017, February). Testing the effects of a supplemental sentence construction intervention using regression discontinuity. Presented at the Pacific Coast Research Conference, Coronado Bay, CA.

    Furey, W.M., Marcotte, A.M., & Hintze, J.M. (2017, February). Effects of a supplemental sentence construction intervention for struggling writers. Presented at the National Association of School Psychologists Annual Conference, San Antonio, TX.

    Meyer, A., Marcotte, A.M., Furey, W.M., & Habib, A. (2017, February). Evaluating validity evidence of the Developmental Reading Assessment. Presented at the National Association of School Psychologists Annual Conference, San Antonio, TX.

    Furey, W.M., Marcotte, A.M., & Wells, C.S. (2016, October). Using regression discontinuity to examine effects of supplemental writing interventions. Presented at the Northeastern Educational Research Association Annual Conference, Trumbull, CT.

    Erickson, L.R., Boyle, C.D., Marcotte, A.M., & Furey, W.M. (2016, October). A critical analysis of the extant meta-analytical literature of vocabulary intervention components. Presented at the Northeastern Educational Research Association Annual Conference, Trumbull, CT.

    Furey, W.M., Marcotte, A.M., & Hintze, J.M. (2016, February). Screening for at-risk writers: Classification accuracy of WE-CBM scoring metrics. Presented at the National Association of School Psychologists Annual Conference, New Orleans, LA.

    Fefer, S., Whitcomb, S.A., Rossi, C., Furey, W.M., DeWitt, B., & Furman, M. (2015, March). Exploring the relationship between PBIS roll-out strategies and pace of implementation. Presented at the Association for Positive Behavior Support International Conference, Boston, MA.

    Furey, W.M., & Marcotte, A.M. (2015, February).  An examination of written expression CBM scoring procedures. Presented at the National Association of School Psychologists Annual Conference, Orlando, FL.

    Marcotte, A.M., Furey, W.M., Shackett, C.M., & DeWitt, B. (2015, February). Assessing rates of improvement in reading comprehension. Presented at the National Association of School Psychologists Annual Conference, Orlando, FL.

    Rossi, C., Furey, W.M., Whitcomb, S.A., Fefer, S., & Feinberg, A. (2014, May). Exploring the concurrent validity of the PBIS Inventory as compared to the Benchmarks of Quality. Presented at Northeast PBIS Network Leadership Forum, Groton, CT.

    Furey, W.M., & Marcotte, A.M. (2013, October).  An initial evaluation of a professional development program on teachers’ use of comprehension strategy instruction.  Presented at the Northeastern Educational Research Association Annual Conference, Rocky Hill, CT.

    Hands, J.L., Furey, W.M., & Marcotte, A.M. (2013, May).  Early vocabulary screening: The Dynamic Indicators of Vocabulary Skills (DIVS). Presented at the Northeastern University Student Affiliates in School Psychology Conference, Boston, MA.

    Klein, S., Furey, W.M., & Solomon, B.G. (2013, February).  Improving instructional time use in the classroom. Presented at the National Association of School Psychologists Annual Conference, Seattle, WA.

    Furey, W.M., Hands, J.L., & Marcotte, A.M. (2012, October).  An examination of the validity of the Dynamic Indicators of Vocabulary Skills (DIVS).  Presented at the Northeastern Educational Research Association Annual Conference, Rocky Hill, CT.

    Furey, W.M. (2012, May). Referral bias and the diagnosis of Attention Deficit Hyperactivity Disorder. Presented at the Northeastern University Student Affiliates in School Psychology Conference, Boston, MA.