Ariel Tichnor-Wagner

Program Director for MA in Educational Policy Studies

Dr. Ariel Tichnor-Wagner is a lecturer at the BU Wheelock College of Education & Human Development. She is also Managing Faculty Director of the Wheelock Educational Policy Center (WEPC). Her research focuses on education policy and politics, with an emphasis on policy and program implementation, continuous improvement research, school improvement, civics education, and global citizenship education. Having begun her career as an elementary school teacher of immigrant students in a low-income urban school district, Ariel is deeply committed to identifying and supporting implementation of effective policies and practices that improve the academic and social-emotional outcomes of culturally and linguistically diverse students.

She previously worked as a Senior Fellow at ASCD, and has collaborated with the U.S. Department of Education, U.S. State Department, the Organisation for Economic Cooperation and Development (OECD), the National Education Association (NEA) Foundation, and an array of other non-governmental organizations on issues related to global competence and educational change. Ariel has also led research projects at the National Center for Scaling Up Effective Schools focused on the implementation continuous improvement methods in public high schools, and is currently the principal investigator on a contract with the Massachusetts Department of Elementary and Secondary Education researching and evaluating civics education implementation across the state. Her research on education policy development and implementation, school improvement, and global competence has appeared in a variety of academic journals and popular media outlets, including Educational Administration Quarterly, Teachers College Record, Educational Policy, Leadership and Policy in Schools, the Journal of Educational Change, Education Policy Analysis Archives, and Education Week.

Ph.D., Education, University of North Carolina at Chapel Hill
M.Ed., Elementary Education, Arizona State University
B.A., American History, University of Pennsylvania

Tichnor-Wagner, A. (2020). Becoming a globally competent school leader. Alexandria, VA: ASCD.

Tichnor-Wagner, A., Cain, J.M., Glazier, J., & Parkhouse, H. (2019). Becoming a globally competent teacher. Alexandria, VA: ASCD.

Tichnor-Wagner, A. (2019). District leaders as implementers of instructional reform: A comparative case study of global education. Journal of Educational Change, 20(4), 495-525.

Tichnor-Wagner, A. (2019). Globally-minded leadership: A new approach for leading schools in diverse democracies. International Journal of Education Policy and Leadership, 15(2).

Tichnor-Wagner, A., Allen, D., Socol, A.R., Cohen-Vogel, L., Rutledge, S., & Xing, Q. (2018). Studying implementation within a continuous improvement process: What happens when we design with adaptations in mind? Teachers College Record, 120(5).

Tichnor-Wagner, A., Wachen, J., Cannata, M., & Cohen-Vogel, L. (2017). Continuous improvement in the public school context: Understanding how educators respond to Plan-Do-Study-Act Cycles. Journal of Educational Change. 18(4), 465-494.

Tichnor-Wagner, A. & Allen, D.  (2016). Accountable for care: Cultivating caring school communities in urban high schools. Leadership and Policy in Schools. 15(4), 406-447.

Tichnor-Wagner, A., & Rose, A.R. (2016). The presidential platform on twenty-first century education goals. Education Policy Analysis Archives. 25(64), 1-32. 

Tichnor-Wagner, A., Harrison, C., & Cohen-Vogel, L. (2016). Cultures of learning in effective high schools. Educational Administration Quarterly. 52(4), 602-642.

Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. (2016). Expanding approaches to teaching for diversity and justice: Fostering global citizenship across content areas. Education Policy Analysis Archives, 24(59), 1-35.

Cohen-Vogel, L., Tichnor-Wagner, A., Allen, D., Harrison, C., Kainz, K., Socol, A.R., & Wang, Q. (2015). Implementing educational innovations at scale: Transforming researchers into improvement scientists. Educational Policy, 29(1), 257-277.

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