Carlos Sandoval
Biographic Data
| ID | 3817747 |
|---|---|
| NAME | Carlos Sandoval |
| GIVEN NAMES | Carlos |
| FAMILY NAME | Sandoval |
| SIGNATURE | SANDOVAL C |
| AFFILIATIONS | Wested |
| ORCID | 0000-0003-1468-2949 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Conceptualizing axiological work and axiological rigor in continuous improvement in education
Continuous improvement (CI) has become firmly entrenched in educational systems. Emerging in response to failed attempts at overhauling schools at scale, CI promises a robust and practical methodology for promoting educational change. However, those concerned with equity have critiqued CI for its weak equity stances. In this paper, we aim to develop the concepts of axiological work and axiological rigor as ways to understand and provide opportuni…
Problems of Practice and Practicing Problems
Educational improvement approaches prioritize solving problems to improve educational systems. However, scholarship often constrains problems to the initiation of improvement efforts. This study examined problem work to understand how ongoing production of and engagement with problems enables problem solving in educational improvement. Drawing on process views of problems and temporality, I analyzed 94 stories from 13 data conversations in a teac…
Practical measurement for equity and justice
What does it mean and how does it look for practical measurement - a cornerstone of improvement science methods - to support equity and justice in schools? Practical measures are not, in themselves, a “silver bullet” that will make school systems more equitable and just, but we propose that they may support ways of reflecting on and understanding the current system that lead to shifts in organizational routines. This author proposes 5 measurement…
Bridging the Green Gap in Homesharing
Homesharing platforms are under substantive pressure to become more environmentally sustainable. Key to this challenge is these platforms’ homesharing hosts, who have the opportunity to introduce new sustainability innovations (e.g., water-saving measures). However, knowledge of what drives hosts’ sustainability behavior is currently limited. We address this gap and investigate antecedents for hosts’ sustainability intentions. Our study is based …
Toward a continuous improvement for justice
In recent years, improvement researchers have sought to foreground equity in continuous improvement (CI) in efforts to better advance the position of Black, Brown, and other marginalized students in educational settings using CI. While we view these efforts as noble and necessary, we argue in this paper that CI has largely centered equity and pushed justice to the periphery. In particular, we argue that the field of CI in education has focused sq…
Examining Power Through Practice in Continuous Improvement in Education
In this conceptual article, we argue for the need to examine power relations in continuous improvement (CI) in education. Specifically, we contend that examining power in CI requires an examination of practices that constitute the work of CI. Drawing on practice theory, we conceptualize practice and power and use these constructs to examine a CI effort on improving mathematical proficiency in an elementary school. From this case, we draw out thre…
Examining the Practices of Generating an Aim Statement in a Teacher Preparation Networked Improvement Community
Background and Context Continuous improvement and networked improvement science have emerged as prominent approaches to improving schools. Although continuous improvement approaches have generated promising results in education, how these efforts come to be enacted remains a crucial question that can generate insight into how these approaches can be improved. Purpose and Objective Our study is focused on understanding how improvement is performed…
Designing for Improvement in Professional Development for Community College Developmental Mathematics Faculty
More than 60% of the nation's 14 million community college students are required to complete at least one developmental mathematics class before enrolling in college-credit courses; however, 80% of them do not successfully complete any college-level mathematics course within 3 years. To address this problem, the Community College Pathways initiative was launched in 2009. A core element is the Pathways Faculty Support Program, professional develop…
Especialización y concentración espacial de barrios comerciales
El objetivo del trabajo es analizar y comprender las causas y dinámicas de la especialización de los barrios comerciales de la comuna de Santiago, asumiendo la pregunta: ¿Por qué y cómo, algunos barrios comerciales de la comuna de Santiago se especializan en la venta de ciertos bienes y/o servicios, concentrando su oferta con un patrón espacial definido, siendo que su localización podría presentarse diversificada sectorialmente y/o diseminada den…
Examining Power Through Practice in Continuous Improvement in Education
In this conceptual article, we argue for the need to examine power relations in continuous improvement (CI) in education. Specifically, we contend that examining power in CI requires an examination of practices that constitute the work of CI. Drawing on practice theory, we conceptualize practice and power and use these constructs to examine a CI effort on improving mathematical proficiency in an elementary school. From this case, we draw out thre…
Especialización y concentración espacial de barrios comerciales
El objetivo del trabajo es analizar y comprender las causas y dinámicas de la especialización de los barrios comerciales de la comuna de Santiago, asumiendo la pregunta: ¿Por qué y cómo, algunos barrios comerciales de la comuna de Santiago se especializan en la venta de ciertos bienes y/o servicios, concentrando su oferta con un patrón espacial definido, siendo que su localización podría presentarse diversificada sectorialmente y/o diseminada den…
Designing for Improvement in Professional Development for Community College Developmental Mathematics Faculty
More than 60% of the nation's 14 million community college students are required to complete at least one developmental mathematics class before enrolling in college-credit courses; however, 80% of them do not successfully complete any college-level mathematics course within 3 years. To address this problem, the Community College Pathways initiative was launched in 2009. A core element is the Pathways Faculty Support Program, professional develop…
Examining the Practices of Generating an Aim Statement in a Teacher Preparation Networked Improvement Community
Background and Context Continuous improvement and networked improvement science have emerged as prominent approaches to improving schools. Although continuous improvement approaches have generated promising results in education, how these efforts come to be enacted remains a crucial question that can generate insight into how these approaches can be improved. Purpose and Objective Our study is focused on understanding how improvement is performed…
Toward a continuous improvement for justice
In recent years, improvement researchers have sought to foreground equity in continuous improvement (CI) in efforts to better advance the position of Black, Brown, and other marginalized students in educational settings using CI. While we view these efforts as noble and necessary, we argue in this paper that CI has largely centered equity and pushed justice to the periphery. In particular, we argue that the field of CI in education has focused sq…
Examining Power Through Practice in Continuous Improvement in Education
In this conceptual article, we argue for the need to examine power relations in continuous improvement (CI) in education. Specifically, we contend that examining power in CI requires an examination of practices that constitute the work of CI. Drawing on practice theory, we conceptualize practice and power and use these constructs to examine a CI effort on improving mathematical proficiency in an elementary school. From this case, we draw out thre…
Practical measurement for equity and justice
What does it mean and how does it look for practical measurement - a cornerstone of improvement science methods - to support equity and justice in schools? Practical measures are not, in themselves, a “silver bullet” that will make school systems more equitable and just, but we propose that they may support ways of reflecting on and understanding the current system that lead to shifts in organizational routines. This author proposes 5 measurement…
Bridging the Green Gap in Homesharing
Homesharing platforms are under substantive pressure to become more environmentally sustainable. Key to this challenge is these platforms’ homesharing hosts, who have the opportunity to introduce new sustainability innovations (e.g., water-saving measures). However, knowledge of what drives hosts’ sustainability behavior is currently limited. We address this gap and investigate antecedents for hosts’ sustainability intentions. Our study is based …
Conceptualizing axiological work and axiological rigor in continuous improvement in education
Continuous improvement (CI) has become firmly entrenched in educational systems. Emerging in response to failed attempts at overhauling schools at scale, CI promises a robust and practical methodology for promoting educational change. However, those concerned with equity have critiqued CI for its weak equity stances. In this paper, we aim to develop the concepts of axiological work and axiological rigor as ways to understand and provide opportuni…
Problems of Practice and Practicing Problems
Educational improvement approaches prioritize solving problems to improve educational systems. However, scholarship often constrains problems to the initiation of improvement efforts. This study examined problem work to understand how ongoing production of and engagement with problems enables problem solving in educational improvement. Drawing on process views of problems and temporality, I analyzed 94 stories from 13 data conversations in a teac…
Computer Science (5 works) · Educational Assessment and Improvement (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Business (2 works) · Economic Justice (2 works) · Economics (2 works) · Engineering (2 works)