Jennifer Esposito, Ph.D., Interim Department Chair and Professor
Our focus covers the following areas: educational leadership, educational policy studies and research, measurement and statistics and social foundations of education.
About Our Department
Educational Policy Studies’ diverse faculty varies in ethnicity, age and social backgrounds. Our faculty hold expertise in the program areas of Educational Leadership; Research, Measurement and Statistics (RMS) and Social Foundations.
Each concentration in these programs fosters different methodologies and patterns of understanding. These programs examine the philosophy and practice of education and develop expertise in the methodology and study of educational practice. Depending on their areas of concentration, students prepare to be educational researchers, educational leaders, policy makers or examiners of policy and the effects of policy on education and human services.
Graduates enter a variety of fields, including school administration, research and policy positions for government and private organizations and teaching at the college and university levels.
It is our mission to develop educational leaders and scholars through innovative strategies with a foundation built upon relevant knowledge and effective practice.
Our research will inform the policy-making process of our diverse constituencies at all levels of decision making.
Our leadership programs and policy analyses will be characterized by the linking of theory, research and practice, and will be evident in our publications, our teaching, and our service to educational institutions and other public and private entities.
We affirm the diversity of faculty in the Department of Educational Policy Studies and are committed to the challenge of intellectual and professional growth.
Our constituency is varied in backgrounds and pursuits. Geographically we serve local, regional, national and international interests.
Institutionally, our students practice in a range of settings including schools, universities, government facilities, corporations and the international community.
Within these settings, faculty are committed to the ideas of service and collegiality, and therefore, strive to meet the needs of various constituents.
Students come to us with varying interests and backgrounds, as well as, many types of knowledge, experience, and expertise.
As a faculty interacting with in a community of scholars, we seek students working toward new roles and responsibilities, and who value scholarship, professional competence and ethical practice.
We assure students and all constituents that we offer leadership preparation of the highest quality by utilizing our research strengths and a comprehensive knowledge base including educational theory and philosophy, social, cultural and historical foundations and policy formulation and implementation, as well as applied knowledge of how learning occurs in school and extra-school settings.
As members of the College of Education & Human Development, we demonstrate scholarship and research as a means to connect theory and practice.
We understand the complex relationships between analysis and experience and strive to bring these relationships to a greater understanding and to more effective practice.
We seek opportunities to expand our knowledge and perspectives through student, faculty, and research exchanges that cross disciplinary, institutional, and geographical borders.
We recognize scholarship and research activities derived from the traditional, new, or emerging epistemologies and methodologies that are relevant to the study of educational problems.
Our writings celebrate a variety of linguistic styles and rhetorical voices.
In addition, the Principals Center is administered within our department.
The Center provides continuing professional development for Georgia State University graduates and other educational professionals from Georgia’s public and private K-12 schools with a focus on instructional leadership for schools that succeed for all students.
Their professional development agenda is implemented under various formats which target principals, aspiring leaders and other practitioners interested in improving their leadership and school reform skills.
For more information about their seminars, please visit the Principals Center.
It is through our diversity of perspectives and practices in achieving our purpose that constantly defines who we are!
Policies & Procedures
- James and Helen Merritt Award for Distinguished Service to Philosophy of Education
- Past-president of the American Educational Studies Association
- Past-president of the John Dewey Society
- Co-principal investigator for the NET-Q grant
- Diplomate in Adlerian Psychology
- Co-editor, The Journal of Individual Psychology
- The 2015 recipient of the Outstanding Faculty Teaching Award for outstanding achievement in the area of teaching
- Externally funded research-urban debate league
- Dr. Kevin Fortner and two EPS doctoral students, Anita Faust-Berryman and Gabriel Keehn, were the researchers and authors of an equity audit discussed in an AJC article (Metro Section; Wednesday; June 25, 2014) titled “Study: Atlanta Schools Brim with Inequities.”
- View the Atlanta Public Schools Equity Audit Report
Dr. Gowen is the Principal Investigator of the Evaluation of Georgia’s Personal Responsibility Education Program [PREP]. In this federally-funded project, she works with a team of doctoral students from Georgia State University and the University of Maryland to evaluate the implementation and outcomes PREP, which is designed to prevent teen pregnancy and STI infections in the most vulnerable counties in Georgia. Georgia PREP is currently in its eighth year of funding. Prior to this project, Dr. Gowen served as the chair of the Department of Educational Policy Studies, where she taught qualitative research methods, case study methods, and program evaluation. Her research on adult workplace literacy programs, The Politics of Workplace Literacy, was published by Teachers College Press. Dr. Gowen has presented her research in adult literacy at AEA and AERA. In addition, she has been invited to present her work to the United Nations, to UNESCO, and at various academic institutions in Europe and Australia. She has presented her work in program evaluation at national and international conferences as well.
- NASSP/Met-Life Georgia Principal of the Year
- President of AERA
- Benjamin E. Mays Endowed Chair for Urban Teaching, Learning & Leadership
- Joyce E. King and Ellen E. Swartz, authors of the book Re-membering History in Student & Teacher Learning ( ISBN-13: 978-0415715133 and ISBN-10: 041571513X) published 2014
- Ahmad Ferguson
- Tianna Floyd
- Demetricia Hodges
- Romero Stokes
EPS Alumni Accomplishments
- Sherell McArthur (Ph.D. in Educational Policy Studies with a concentration in Social Foundations of Education) – quoted in The Atlantic magazine.
- Leann Logsdon (Ph.D. in Educational Policy Studies with a concentration in Social Foundations of Education) – Dr. Logsdon published an article citation in the September Music Educators Journal.
- Dhanfu E. Elston (Ph.D. in Educational Policy Studies) – Dr. Elston has been elected as Co-Director of the NASPA: Student Affairs Administrators in Higher Education Professional Organization.
- Dhanfu E. Elston (Ph.D. in Educational Policy Studies) – has been chosen to serve as Vice President for Complete College America.
- Adrienne Goss (Ph.D. in Educational Policy Studies with a concentration in Social Foundation of Education) – Dr. Goss has been invited to participate on a panel for the White House Initiative on Educational Excellence for African Americans.
- Demetricia Hodges (Ph.D. Student in Research, Measurement & Statistics) – Ms. Hodges has published an article in The Qualitative Report: A weekly online journal dedicated to qualitative research.
- Amanda Moll (Ph.D. Student in Research, Measurement, & Statistics) – Ms. Moll has co-authored and published an article on CARE’s education and empowerment community-level work in Honduras.
- Jeremy Cole (Ph.D. Student in Social Foundations) – Jeremy published an article in the History of Education: Journal of the History of Education Society.
- Kelly Limes-Taylor