Education Policy Faculty
The Education Policy Program currently has core and affiliated faculty members who use their experiences and expertise in teaching and guiding students. Several of the faculty serve in additional roles at GWU, including as Dean of the Graduate School of Education and Human Development and as Associate Dean for Research and Director of the Institute for Education Studies. The faculty has more than 70 years experience working in federal agencies and professional organizations involved in education research and policy. They understand both the theory and the realities of policy. Jointly they have expertise in two dozen key areas of education. They are engaged in research, they publish, and they consult with many national and international organizations. Brief bios of the faculty members are provided below. Enriching the applied faculty experience of students, a few adjunct faculty members, drawn from the federal and international agencies, research organizations, and national associations, occasionally teach courses in their area of expertise.
Dr. Elaine El-Khawas has a Ph.D. in sociology from the University of Chicago. Her areas of expertise include higher education policy at both the state and federal level, and comparative policy and practice in higher education. Her current research interests and publications focus on accountability and quality assurance policies and their effects. Dr. El-Khawas is a vice president of the Society for Research in Higher Education (United Kingdom), a member of the governing board of the Consortium of Higher Education Researchers (Europe), and a member of the board of trustees of Emmanuel College. She is a member of the editorial boards of several journals in higher education. She also has served as a consultant to the World Bank, OECD, UNESCO, and many colleges and universities. From 1982 to 1996 she served as the Vice President for Policy Analysis and Research at the American Council on Education. She has been a professor at UCLA. Dr. El-Khawas can be reached at firstname.lastname@example.org or 202-994-2196.
Dean Michael Feuer has a Ph.D. in public policy from the University of Pennsylvania. Prior to joining GSEHD as its Dean in September 2010, he was the executive director of the Division of Behavioral and Social Sciences and Education at the National Research Council of the National Academies. During his 17-year tenure there he was instrumental in shaping the National Academies’ prominent role in education. He previously served as a senior analyst at the Congressional Office of Technology Assessment, where he specialized in educational technology and measurement. He has held faculty positions at Drexel and Georgetown universities and has been a senior adviser to a number of foundations and educational institutions in the U.S., Europe and the Middle East. Dr. Feuer is a member of the National Academy of Education, a fellow of the American Association for the Advancement of Science and a fellow of the American Educational Research Association. He has published widely in social science, economics and education journals. His most recent book. Moderating the Debate: Rationality and the Promise of American Education was published by Harvard Education Press in 2006. Dr. Feuer can be reached at email@example.com
Dr. Mary Hatwood Futrell has an Ed.D. in Education Policy Studies from GWU. Between 1995 and 2000 she served as Dean of GSEHD. Her areas of expertise include teacher development, national certification of teachers, national standards, and the problems of violence in schools. Dr. Futrell is Co-Director of GSEHD's Center for Curriculum, Standards, and Technology (CCST). She is a member of the Board of the Kettering Foundation and the Carnegie Foundation for the Advancement of Teaching Leadership; she serves on the Editorial Board of Phi Delta Kappan; and she is the past President of Education International. She has published articles in scholarly journals such as Educational Record, Foreign Language Annals, and Education Administration Quarterly. She has formerly served two terms as President of the National Education Association, President of the Virginia Education Association, and a high school teacher and department chair. Dr. Futrell can be reached at firstname.lastname@example.org or (202) 994-6161.
Dr. Joel Gomez has an Ed.D. from the GWU in Higher Education Administration. He holds a joint appointments as a faculty member, Associate Dean for Research, and Director of GWU's Institute for Education Studies. His areas of expertise include bilingual and bicultural education, higher education, web-based information services, and federal funding of education research and development. While a graduate student at GWU, Dr. Gomez founded and directed the Center for the Study of Language Education which won funding from the U.S. Department of Education to operate the National Clearinghouse on Bilingual Education. Subsequently that was replaced with the National Clearinghouse for English Language Acquisition. These clearninghouses have served as nationwide resources on bilingual and bicultural education and English language acquisition for scholars, policy makers, school administrators, teachers, and parents. Dr. Gomez can be reached at email@example.com or (202) 994-3306.
Dr. Yas Nakib has a Ph.D. in Education Policy concentrating in the Economics and Finance of Education from Florida State University. He specializes in studying school finance and reform policies. He is a principal investigator of several federal and state funded research grants primarily analyzing the funding, implementation, and resource allocation practices of school reforms. His research and publications analyzed state and governance reforms, schooling resource allocation practices, and educational productivity. He has taught education policy and economics at several universities, including the University of Delaware and UCLA. Dr. Nakib also holds a joint faculty appointment in the Trachtenberg School of Public Policy and Public Administration (TSPPPA). He is a Research Affiliate at the George Washington Institute of Public Policy (GWIPP), and was formerly a Research Fellow with the Consortium for Policy Research in Education. Dr. Nakib currently serves in leadership positions at the American Educational Research Association, and has just completed service as a member of the American Education Finance Association's board of governors. Dr. Nakib can be reached firstname.lastname@example.org or (202) 994-8816.
Dr. Iris C. Rotberg has a Ph.D. in Experimental Psychology from The Johns Hopkins University. Her areas of expertise include: school reform, the education of low-income children, math and science education policy, federal policy in financing education, and international comparisons of student achievement. Dr. Rotberg is Co-Director of GSEHD's Center for Curriculum, Standards and Technology (CCST). She currently serves on the Board of Trustees of the Lab School of Washington and the Free the Children Trust, a college scholarship program for inner-city youth. She has published articles in journals such as Science, Phi Delta Kappan, and Harvard Education Review. Here recent book Balancing Change and Tradition in Global Education Reform is in its 2nd edition. She was formerly a Program Director at the National Science Foundation; a Senior Social Scientist at RAND; Principal Investigator for the Technology Policy Task Force of the House of Representatives' Committee on Science, Space, and Technology; and an Assistant Director at the National Institute of Education. Dr. Rotberg can be reached email@example.com or at (202) 994-2735.
Dr. James H. Williams has an Ed.D. in Administration, Planning and Social Policy from Harvard University. He is a faculty member in the International Education program, and collaborates with the Education Policy doctoral program in advising and guiding students interested in international education issues. His expertise includes comparative education planning and policy, policies toward improved equity, quality, and access in developing countries, and education in post-conflict environments. He consults with The World Bank, USAID, CARE, Unicef, and UNESCO. His publications include Policy-Making for Education Reform in Developing Countries: Volumes I and II (with William Cummings); “Education Reforms in Sub·Saharan Africa: Paradigm Lost?” (with Karen Mundy, Jeannie Moulton & Michel Welmond); “Pluralism, identity and the state: national education policy towards indigenous minorities in Japan and Canada” (with Nazumi Takeda). He formerly held appointments at Ohio University, the Africa Bureau of USAID, and at the Harvard Institute for International Development where he edited the FORUM for Advancing Basic Education in Literacy. Dr. Williams can be reached by at firstname.lastname@example.org.
Dr. John Boswell (Emeritus) has an Ed.D. from The George Washington University in Teacher Education with emphases in History and Philosophy of Education and Education Administration. Dr. Boswell has served in numerous capacities within GWU, including on the Dean's Councils of the School of Education and the Division of University Students, five terms on the University Faculty Senate, two terms on its Executive Committee and one as Chair of the Senate. Dr. Boswell's areas of expertise include the philosophy and history of education; the reciprocal relationship between power and leadership in education; change in educational institutions; and education and national development. Dr.Boswell has posted a book length manuscript on this web site on the topic of education policy in a time of the changing status of nation states. The manuscript can be accessed HERE . Dr. Boswell can be reached at email@example.com.
Dr. Gregg Jackson (Emeritus) has a Ph.D. in Education Policy, Planning and Administration from the University of California at Berkeley. His areas of expertise include school reforms, program evaluation, technology mediated distance learning, and research utilization. Dr. Jackson's EDUC 214 course conducted research on the history of American education reforms. His EDUC 281 class designed and sometimes conducted a real evaluation. Dr. Jackson is a consultant to the World Bank, training staff in program evaluation methods. He has published articles in several leading journals. He formerly served as a Senior Analyst in the Office of Technology Assessment of the U.S. Congress, as a Senior Staff Officer and Study Director at the National Academy of Sciences, and as the Director of Research at the International City Management Association. Dr. Jackson can be reached at firstname.lastname@example.org