dc.creatorCorporación Universidad de la Costa
dc.date2021-09-15T16:24:09Z
dc.date2021-09-15T16:24:09Z
dc.date2021
dc.date.accessioned2023-10-03T19:41:15Z
dc.date.available2023-10-03T19:41:15Z
dc.identifierhttps://hdl.handle.net/11323/8699
dc.identifierCorporación Universidad de la Costa
dc.identifierREDICUC - Repositorio CUC
dc.identifierhttps://repositorio.cuc.edu.co/
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9171428
dc.descriptionCompetencias especificas a desarrollar: fundamentar procesos de aprendizaje activo, que generen estrategias para favorecer el desarrollo del pensamiento sistémico, la reflexión crítica y la metacognición, para generar propuestas que garanticen al aseguramiento del aprendizaje
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.languagespa
dc.publisherCorporación Universidad de la Costa
dc.publisherDoctorado en Educación
dc.relationAceves, T. C., & Orosco, M. J. (2014). Culturally responsive teaching (Document No. IC-2). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp content/uploads/2014/08/culturally-responsive.pdf
dc.relationAHRQ (2020). Topic: Evidence Based Research. Agency for Healthcare Research and Quality (AHRQ). Retrieved from http://www.ahrq.gov/health care-information/topics/topic-evidencebased-research.html
dc.relationAllyn, P. (2013). Common Core Literacy Observation Framework and Coaching Tools Developed with Pam Allyn. A Tool for Administrators, Coaches, and Teachers. Glenview: Pearson. Recuperado de http://toolbox1.s3-website-us-west 2.amazonaws.com/site_0367/babaquivari_commoncorelitobservation_092613.pdf
dc.relationÁlvarez, M. L. & García, J. N. (2014). Evolution of the Writing Process from Primary to Secondary Education. Revista de Psicodidáctica / Journal of Psychodidactics, 19(1), 5-26. doi: 10.1387/RevPsicodidact.6518.
dc.relationÁlvarez, M. L. & García, J. N. (2015). The orchestration of processes in relation with the product, and the role of psychological variables in writing composition. Annals of Psycology, 30(2), 1-24. http://dx.doi.org/10.6018/analesps.31.1.169621
dc.relationAPA (2002). Criteria for evaluating treatment guidelines. American Psychological Association. American Psychologist, 57, 1052-1059.
dc.relationAPA (2003). Ethical Principles of Psychologists and Code of Conduct. Washington, DC: American Psychological Association.
dc.relationAPA (2005). Policy Statement on Evidence-Based Practice in Psychology. Washington, DC: American Psychological Association.
dc.relationAPA Presidential Task Force (2006). Evidence-Based Practice in Psychology. American Psychologist. 61(4), 271-285. DOI: 10.1037/0003- 066X.61.4.271
dc.relationAPA, Board of Professional Affairs Committee on Professional Practice and Standards (2007). Record Keeping Guidelines. Washington, DC: American Psychological Association.
dc.relationAPA, Task Force in Evidence-Based Practice for Children and Adolescents. (2008). Disseminating evidence-based practice for children and adolescents: A systems 2008 approach to enhancing care. Washington, DC: American Psychological Association.
dc.relationAPA (2020). APA Style, 7th. APA. https://apastyle.apa.org/
dc.relationAPNA (2006). Guía de buena práctica para el tratamiento del trastorno del espectro autista. Asociación de Padres de Personas con Autismo. Revista de Neurología. 43 (7), 425-438
dc.relationArias-Gundín, O, Fidalgo, R., & García, J. N. (2008). El desarrollo de las competencias transversales en Magisterio mediante el APB y el Método de Caso. Revista de Investigación Educativa, 26 (2), 431-444.
dc.relationArias Gómez, D. H., Díaz Flórez, O. C., Garzón Barragán, I., León Palencia, A. C., Rodríguez Ávila, S. P., Valbuena Ussa, E. O.(2018) Entre las exigencias de calidad y las condiciones de desigualdad: Formación inicial de profesores en Colombia. Bogotá: UPN
dc.relationBarlov, D., Levitt, J. T., & Bufka, L. F. (1999). The dissemination of empirically supported treatments: a view to the future. Behaviour Research and Therapy, 37, 147-162. doi: 10.1016/S0005-7967(99)00054-6
dc.relationBarnet, R (2001). Los límites de la competencia. El conocimiento, la educación superior y la sociedad. Barcelona: Gedisa
dc.relationBatista-Foguet, J. M., Coenders, G. & Alonso, J. (2004). Análisis factorial confirmatorio. Su utilidad en la validación de cuestionarios relacionados con la salud. Medicina Clínica, 122 (1), 21-27.
dc.relationBeidas, R. S., & Kendall, P. C. (Eds.,) (2014). Dissemination and Implementation of Evidence-Based Practices in Chils and Adolscent Mental Health. Oxford: Oxford University. Retrieved from https://books.google.es/books?hl=en&lr=&id=5GBiAwAAQBAJ&oi=fnd&pg=PA261&dq=empirically based+intervention+learning+disabilities&ots=hyNEX8M4d0&sig=pmhrWpfX835k_r9ygTzFcScDXGA#v=onepage&q&f=false
dc.relationBillingsley, B., McLeskey, J., & Crockett, J. B. (2014). Principal leadership: Moving toward inclusive and high-achieving schools for students with disabilities (Document No. IC-8). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-8_FINAL_08-29-14.pdf
dc.relationBrowder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2014). Innovation Configuration for Evidence-based practices for students with severe disabilities (Document No. IC-3). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/
dc.relationBruns, E. J., Duong, M. T., Lyon, A. R., Pullmann, M. D., Cook, C. R., Cheney, D., McCauley, E. (2016). Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools. American Journal of Orthopsychiatry, 86(2), 156-170. DOI: 10.1037/ort0000083.
dc.relationBryant, D. P., Bryant, B. R., Flower, A., McKenna, J., Muething, C., Shin, M., & Kim, M. (2013). Secondary special education observation and intervention study: Technical report. Austin: Meadows Center for Preventing Educational Risk, College of Education, University of Texas at Austin and Texas Education Agency.
dc.relationBurns, M. K. & Ysseldyke, J. E. (2009). Reported Prevalence of Evidence-Based Instructional Practices in Special Education. The Journal of Special Education. 43(1), 3-11. DOI: 10.1177/0022466908315563
dc.relationBurr, E., Haas, E., & Ferriere, K. (2015). Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice (REL 2015–086). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Retrieved from: http://ies.ed.gov/ncee/edlabs.
dc.relationBursuck, B. & Blanks, B. (2010). Evidence-based early reading practices within a response to intervention system. Psychology in the Schools. 47(5), 421-431. DOI: 10.1002/pits.20480
dc.relationCamargo, S. P. H., Rispoli, M., Ganz, J., Hong, E. R., Mason, H. D. R. (2014). A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings. Journal of Autism and Developmental Disorders. 44, 2096–2116. DOI 10.1007/s10803-014-2060-7
dc.relationCampbell, M.; Robertson, A., & Jahoda, A. (2014). Psychological therapies for people with intellectual disabilities: comments on a Matrix of evidence for interventions in challenging behavior. Journal of Intellectual Disability Research. 58(2), 172–188. doi: 10.1111/j.1365- 2788.2012.01646.x
dc.relationCanedo-García A, García-Sánchez J-N and Pacheco-Sanz D-I (2017) A Systematic Review of the Effectiveness of Intergenerational Programs. Front. Psychol. 8:1882. doi: 10.3389/fpsyg.2017.01882 [IF: 2.323, Q1]
dc.relationCEEDAR (2020a). Evidences Based Practices . Ceedar innovation configurations . Tools for programs reforms. Retrieved from http://ceedar.education.ufl.edu/tools/innovation -configurations/
dc.relationCEEDAR (2020b). The CEEDAR Center Evidence Standards. Retrieved form http://ceedar.education.ufl.edu/wp - content/uploads/2014/08/Evidence -Based-Practices-guide.pdf
dc.relationCheng, Y. & Lin, Y. (2018). Validation of the Short Self-Regulation Questionaire for Taiwanese College Students (TSSRQ). Frontiers in Psychology.
dc.relationCiullo, S., Lembke, E. S., Carlisle, A. Thomas, C. N., Goodwin, M., & Judd, L. (2016). Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention: An Observation Study. Learning Disability Quarterly. 39(1) 44–57. DOI: 10.1177/0731948714566120
dc.relationCommon Core Literacy Observation Guide (2016). Recuperado de http://www.newleaders.org/wp-content/uploads/Common-Core-Literacy Observation-Tool.docx
dc.relationCrandell, D. (2015). Mental Health & Employment Best Practices. Doug Crandell, Griffin-Hammis and Institute on Human Development and Disability at the University of Georgia. Iowa Community of Practice. Recuperado de http://slideplayer.com/slide/4886619/
dc.relationCUC-AIA (2018). Autoinforme de Acreditación. Barranquilla: CUC
dc.relationCUC-Departamento de Estadística (2017a). Informe de Resultados de las Pruebas en SaberPro de los estudiantes de la CUC. Barranquilla: CUC
dc.relationCUC-Departamento de Estadística (2017b). Informe laboral de los estudiantes de la CUC. Barranquilla: CUC
dc.relationDaly, E. J., Neugebauer, S., Chafouleas, S., & Skinner, C. H. (2015). Interventions for Reading Problems. Designing and Evaluating Effective Strategies. New York: Guilford. Retrieved from https://books.google.es/books?hl=en&lr=&id=mKhWBgAAQBAJ&oi=fnd&pg=PP1&dq=empirically+based+interventions+in+reading+disabilities&ots=imQoqRkf_i&sig=NeGSvEfk10xlWWaJmmIndbVPDWk#v=onepage&q&f=false
dc.relationDaset, L. R., & Cracco, C. (2013). Psicología basada en la evidencia: algunas cuestiones básicas y una aproximación a través de una revisión bibliográfica sistemática. Ciencias Psicológicas. 7 (2): 209 – 220.
dc.relationDíaz-Flórez,O. C. (2018). Las competencias en la educación superior. Debates contemporáneos. Tesis Doctoral. Bogotá: UPN
dc.relationDíaz, C. & García, J. N. (2016a). Psychological profiles of older adult Web 2.0 tool users. Computers in Human Behavior. 64, 673-681. http://dx.doi.org/10.1016/j.chb.2016.07.007
dc.relationDíaz, C., & García, J. N. (2016b). Identification of relevant elements for promoting eficient interventions in older people. Journal of Psychodidactics, 21(1), 157-173. doi: 10.1387/RevPsicodidact.13854
dc.relationDíaz-Prieto, C. & García-Sánchez, J. N. (2017). Online gerontechnological resources analysis for active aging. Research on Ageing and Social Policy, 5(2), 155-180. doi: http://dx.doi.org/10.17583/rasp.2017.2193 [ESCR]
dc.relationDieker, L. A., Kennedy, M. J., Smith, S., Vasquez III, E., Rock, M., & Thomas, C. N. (2014). Use of technology in the preparation of pre-service teachers (Document No. IC-11). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp-content/uploads/2014/10/IC-11_FINAL_05-26-15.pdf
dc.relationDomínguez-Lara, S. A. D. & Merino-Soto, C. M. (2015a). ¿Por qué es importante reportar los intervalos de confianza del coeficiente alfa de Cronbach? Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13 (2), 1326-1328.
dc.relationDomínguez-Lara, S. A. D. & Merino-Soto, C. M. (2015b). Sobre el reporte de confiabilidad del Clarp-TDAH, de Salamanca (2010). Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13 (2), 1316-1317.
dc.relationDuda, M. A., Fixsen, D. L., Blase, K. A. & van Dyke, M. (2008). Working Smarter: The implementation journey to improve student outcomes. National Implementation Research Network. Recuperado de http://slideplayer.com/slide/8044300/#
dc.relationDurán-Aponte, E. & Pujol, L. (2013). Manejo del tiempo académico en jóvenes que inician estudios en la Universidad Simón Bolívar. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 11 (1), 93-108.
dc.relationFernández-Martínez, M., García-Sánchez, J. N., de Caso-Fuertes, A. M., Fidalgo Redondo, R., & Arias-Gundín, O. (2006). El aprendizaje basado en problemas: revisión de estudios empíricos internacionales. Revista de Educación, 341, 397-418.
dc.relationFerrell, K. A., Bruce, S., & Luckner, J. L. (2014). Evidence-based practices for students with sensory impairments (Document No. IC-4). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-4_FINAL_03-30-15.pdf
dc.relationFidalgo, R., & García, J. N. (2008a). Las Directrices del Espacio Europeo de Educación Superior en el Marco Legislativo del Sistema Universitario Español. Aula Abierta, 35 (1, 2), 35-48.
dc.relationFidalgo, R. & García, J. N. (Coor.) (2008b). Instrucción de la autorregulación y el autoconocimiento (metacognición) en la composición escrita. Barcelona: DaVinci Continental.
dc.relationFragozo Torres, Z. (2009). Estudio de causas e indicadores de la Deserción académica de los estudiantes, cohorte 2006 II - Periodos comprendidos entre 2007 II al 2012 II. Barranquilla: Universidad de la Costa.
dc.relationFuente, J., Cubero, I., Sánchez, M. C., Peralta, F. J., Garzón, A. & Fiz, J. (2017). The adolscent’s competency for interacting with alcohol as a determinant of intake: the role of Self-Regulation. Frontiers in Psychology.
dc.relationGage, N.A. (2015). Evidence-based practices for classroom and behavior management: Tier 2 and Tier 3 strategies (Document No. IC-15). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp-content/uploads/2015/11/Behavior-Management-tier-two-and-three-strategies.pdf
dc.relationGarcía, J. N. (2002a). El Aprendizaje Basado en Problemas. ilustración de un modelo de aplicaciones en Psicopedagogía. Cultura y Educación. 14 (1), 1-15.
dc.relationGarcía, J. N. (2002b). El Aprendizaje Basado en Problemas. Plan General de un modelo de Aplicaciones en Intervención Psicopedagógica. En J. N.
dc.relationGarcía (Coor.), Aplicaciones de Intervención Psicopedagógica. (pp. 29-36). Madrid. Pirámide. (ISBN. 84-368-1690-0).
dc.relationGarcía, J. N. (2002c). El Aprendizaje Basado en Problemas. Conceptualización de un modelo de Aplicaciones en Intervención Psicopedagógica. En J. N. García (Coor.), Aplicaciones de Intervención Psicopedagógica. (pp. 21-28). Madrid. Pirámide. (ISBN. 84-368-1690-0).
dc.relationGarcía, J. N. (Coor.) (2007a). Dificultades del desarrollo: Evaluación e Intervención. Madrid. Pirámide. (libro)
dc.relationGarcía, J. N. (Coor.) (2007b). Instrumentos de evaluación y programas de intervención en las dificultades del desarrollo. Madrid. Pirámide. (CD)
dc.relationGarcía, J. N. (Ed.) (2014a). Prevención en Dificultades del Desarrollo y del Aprendizaje. Madrid: Pirámide. I.S.B.N.: 978-84-368-3139-9.
dc.relationGarcía, J. N. (Ed.) (2014b). Prevención en Dificultades del Desarrollo y del Aprendizaje. Madrid: Pirámide. I.S.B.N.: 978-84-368-3140-5.García, J. N. (Ed.) (2014). Prevención en Dificultades del Desarrollo y del Aprendizaje. Instrumentos y programas de actuación en DDA. Madrid: Pirámide. (Digital CD).
dc.relationGarcía, J. N. (Ed.) (2016). Issues in pedagogy. Research collection. Rijeka: InTech. 112 pp. (ISBN: 978-953-51-2338-5)
dc.relationGarcía, J. N., & García-Martín, E. (2012). Effective characteristics of intervention programs focused on writing and agenda. M. Torrance, D. Alamargot, M. Castelló, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, & L. van Waes (Ed.,), Learning to write effectively - Current Trends in European Research (95-102). Brussells: Office Publications of European Union (OPOCE). Bingley: Emerald.
dc.relationGarcía, J. N., Pacheco, D. I., Díaz, C., & Canedo, A. (2016). Fidelidad de las prácticas basadas empíricamente en dificultades del desarrollo y del aprendizaje. Psicología y Educación: Presente y Futuro, 1, 75-91. ISBN: 978-84-608-8714-0 http://www.cipe2016.com/cipe_final_capitulos.pdf
dc.relationGarcía-Martín, J. & García, J. N. (2013). Patterns of Web 2.0 tool use among young Spanish people. Computers and Education, 67, 105-120, doi: 10.1016/j.compedu.2013.03.003
dc.relationGarcía-Martín, J. & García-Sánchez, J. N. (2017). Pre-service teachers’ perceptions of the service competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 106, 1-14. http://dx.doi.org/10.1016/j.compedu.2016.12.010 IF2011: 2.88, Q1
dc.relationGarcía-Martín, J. & García-Sánchez, J. N. (2018). The instructional effectiveness of two virtual approaches: processes and product. Journal of Psychodidiactics. 1-37. https://doi.org/10.1016/j.psicod.2018.02.002 (IF: 2.237, Q1).
dc.relationGarcía-Martín, J., & García-Sánchez, J. N. (2015). Use of Facebook, Tuenti, Twitter and Myspace among young Spanish people. Behaviour & Information Technology, 34(7), 685–703. doi: 10.1080/0144929X.2014.993428
dc.relationGarcía-Martín, J., García-Sánchez, J. N., Álvarez-Fernández, M. L. & Diez Caso, H. (2014). Mejoras en la competencia digital tras la aplicación de un programa de competencias ocupacionales [Improvements in digital competence after the implementation of an occupational competencies program]. European Journal of Education and Psychology, 7(2), 73-81. DOI: http://dx.doi.org/10.1989/ejep.v7i2.180
dc.relationGarcía-Martín, J., Merchant, G. & García-Sánchez, J. N. (2016). Preparing to Reach 21st Century Literacies. In C. Kosnik, S. White, C. Beck, B. Marshall, L. Goodwin, & J. Murray (Eds.), Building Bridges. Rethinking Literacy Teacher Education in a Digital Era (pp. 43-57). Rotterdam: SensePublishers (ISBN: 978-94-6300-489-3)
dc.relationGil, M. D., Cecato, R. & Marí, M. I. (2018). Validación y adaptación española de la escala Shell de evaluación del inicio de la escritura en 5 y 5 años. Revista de Psicología Clínica con Niños y Adolescentes. 5 (2), 55-60.
dc.relationGraham, S., & Hall, T. E. (2016). Writing and Writing Difficulties From Primary Grades to College: Introduction to the Special Issue. Learning Disability Quarterly. 39(1) 3–4. DOI: 10.1177/0731948715592154.
dc.relationGraham, S., & Harris, K. R. (2014). Conducting high quality writing intervention research: Twelve recommendations. Journal of Writing Research, 6(2), 89-123. http://dx.doi.org/10.17239/jowr-2014.06.02.1
dc.relationHoldheide, L. R., & Reschly, D. J. (2008). Teacher preparation to deliver inclusive services to students with disabilities (TQ Connection Issue Paper). Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www.gtlcenter.org/sites/default/files/docs/IC_InclusiveServices.pdf
dc.relationHosp, J. L. (2010). Linking assessment and instruction: Teacher preparation and professional development (TQ Connection Issue Paper). Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www.gtlcenter.org/sites/default/files/docs/IC_LinkingAssessment.pdf
dc.relationHougen, M. (2014). Evidence-based reading instruction for adolescents, grades 6-12 (Document No. IC-13). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp content/uploads/2015/05/IC-13_FINAL_05-26-15.pdf
dc.relationIRIS (2020). How do you know whether you are correctly implementing an EBP? The Iris Center, Vanderbilt Peabody College. Recuperado de http://iris.peabody.vanderbilt.edu/module/ebp_03/cresource/q3/p07/
dc.relationIsrael, M., Marino, M., Delisio, L., & Serianni, B. (2014). Supporting content learning through technology for K-12 students with disabilities (Document No. IC-10). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-10_FINAL_09-10-14.pdf
dc.relationIsrael, M., Ribuffo, C., & Smith, S. (2014). Universal Design for Learning: Recommendations for teacher preparation and professional development (Document No. IC-7). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp-content/uploads/2014/08/IC-7_FINAL_08-27-14.pdf
dc.relationJiménez, J. E. (2018). Modelo de respuesta a la intervención. Un enfoque preventivo para el abordaje de las dificultades específicas de aprendizaje. Madrid: Pirámide.
dc.relationKlein, P. D., & Boscolo, P. (2015). Trends in Research on Writing as a Learning Activity. Journal of Writing Research, 7(3), 311-350. http://dx.doi.org/10.17239/jowr-2016.07.03.01
dc.relationKoster, M., Tribushinina, E., de Jong, P. F., & van den Bergh, H. (2015). Teaching Children to Write: A Meta-analysis of Writing Intervention Research. Journal of Writing Research, 7(2), 249-274. http://dx.doi.org/10.17239/jowr-2015.07.02.2
dc.relationKotula, A. W., Aguilar, C. M., & Tivnan, T. (2014). Developing a writing instruction observation protocol: Implications for practice, research, and policy. Waltham, MA: Education Development Center, Inc. Recuperado de http://ltd.edc.org/sites/ltd.edc.org/files/DevelopingWritingInstructionObservationProtocol_0.pdf
dc.relationLane, H. (2014). Evidence-based reading instruction for grades K-5 (Document No. IC-12). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website http://ceedar.education.ufl.edu/wp content/uploads/2014/12/IC-12_FINAL_12-15-14.pdf
dc.relationLi, J.; Ye, H.; Tang, Y. Zhou, Z., Hu, X. (2018). What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance. Frontiers in Psychology
dc.relationLyon, A. R., Borntrager, C. , Nakamura, B., & Higa-McMillan, C. (2013). From distal to proximal: routine educational data monitoring in school-based mental health. Advances in School Mental Health Promotion. 6, 4. 1-17. doi:10.1080/1754730X.2013.832008.
dc.relationMartínez-Ferrer, B., Moreno, D. & Ochoa, G. (2018). Problematic use of online social networking sites, peer aggression and victimization in adolescents. Frontiers in Psychology.
dc.relationMcGraner, K. L., VanDerHeyden, A., & Holdheide, L. (2011). Preparation of effective teachers in mathematics (TQ Connection Issue Paper). Washington, DC: National Comprehensive Center for Teacher Quality. Retreived from http://www.gtlcenter.org/sites/default/files/docs/IC_Mathematics.pdf
dc.relationMcLeod, B. D., Wood, J. J., & Klebanoff, S. (2015). Advances in Evidence-Based Intervention and Assessment Practices for Youth With an Autism Spectrum Disorder. Behavior Therapy. 46, 1–6. doi:10.1016/j.beth.2014.07.004
dc.relationMET Project. (2013, January). Ensuring fair and reliable measures of effective teaching: Culminating findings from the MET Project’s three-year study (Policy and practitioner brief). Seattle, WA: Bill & Melinda Gates Foundation. Recuperado de http://www.edweek.org/media/17teach met1.pdf
dc.relationMorningstar, M., & Mazzotti, V. (2014). Teacher preparation to deliver evidence-based transition planning and services to youth with disabilities (Document No. IC-1). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp-content/uploads/2014/08/transition-planning.pdf
dc.relationNapier, J. (2011). Strategic Planning in an evidence based environment. Justice Center for Evidence Based Practice. Recuperado de http://slideplayer.com/slide/4850590/
dc.relationNCCTQ (2011). Innovation configurations: Guidelines for use in institutions of higher education and professional development evaluation. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://ceedar.education.ufl.edu/wp content/uploads/2013/07/IC_Guidelines.pdf
dc.relationOliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development (TQ Connection Issue Paper). Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://tqsource.airws.org/publications/IC_ClassroomOrg.pdf
dc.relationPérez, E. R., & Medrano, L. (2010). Análisis factorial exploratorio: bases conceptuales y metodológicas. Revista Argentina de Ciencias del Comportamiento, 2 (1), 58-66. Recuperado de http://www.redalyc.org/ html/3334/333427068006/
dc.relationPeris, M., Maganto, C. & Garaigordobil, M. (2018). Escala de riesgo de adicción-adolescente a las redes sociales e internet: fidelidad u validez (ERA RSI). Revista de Psicología Clínica con Niños y Adolescentes. 5 (2), 30-36.
dc.relationRavitch, D. (2013). Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools. New York: Alfred A. Knopf.
dc.relationReschly, D. J., & Wood-Garnett, S. (2009). Teacher preparation for response to intervention in middle and high schools (TQ Research & Policy Brief). Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www.gtlcenter.org/sites/default/files/docs/IC_RTI.pdf
dc.relationRey, M., Mnez, M. R. & Calonge, I. (2018). Adaptación española de la Children’s Hassles Scale: Escala de estresores cotidianos en la infancia. Revista de Psicología Clínica con Niños y Adolescentes. 5 (2), 9-16.
dc.relationRobledo, P., & García, J.N. (2018). Chapter 3: Description and Analysis of Strategy-Focused Instructional Models for Writing. In R. Fidalgo & T. Olive (Series Eds.) & R. Fidalgo, K.R. Harris, & M. Braaksma, (Vol Eds.), Studies in Writing Series: Vol. 34. Design Principles for Teaching Effective Writing, (pp. ). Leiden: Brill.
dc.relationRobledo, P., García, J. N., Díez, C., Álvarez, M. L., Marbán, J. M., de Caso, A. M., Fidalgo, R., Arias-Gundín, O., Pacheco, D. I. (2010). Estilos de pensamiento y aprendizaje en estudiantes de magisterio y psicopedagogía: Diferencias según curso y especialidad. Escritos de Psicología, 3 (3), 27-36. doi: 10.5231/psy.writ.2010.0707.
dc.relationRomera, E. M., Herrera, M., Casas, J. A., Ortega, R. & del Rey, R. (2018). How much do adolescents cybergossip? Scale Development and Validation in Spain and Colombia. Frontiers in Psychology, 9:126. doi: 10.3389/fpsyg.2018.00126
dc.relationSánchez, E., García, J. N. & del Río, P. (2002). Escribir es re-escribir. Un análisis de contenidos de los informes realizados a los artículos no publicados en I&A. Infancia y Aprendizaje. Journal for the Study of Education and Development. 25 (1), 5-35.
dc.relationSchreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., and 4 more (2015). Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. 45 (8), 2411-2428. DOI 10.1007/s10803-015-2407-8
dc.relationSchumaker, J. B. (2009). Professional development in effective learning strategy instruction (TQ Connection Issue Paper). Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://ceedar.education.ufl.edu/wp content/uploads/2013/07/IC_LearningStrategy.pdf
dc.relationScott, C. E.; McTigue, E. M.; Miller, D. M. & Washburn, E. K. (2018). The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research. Teaching and Teacher Education 73, 1-13. https://doi.org/10.1016/j.tate.2018.03.010
dc.relationSiedlecki, R. & Whisenhunt, S. (2013). Substance Abuse and Mental Health Program Office Evidence Based Practice. 2012 Fidelity Self-Assessment Survey (pp 1-54). Florida Department of Children and Families, MyFLFamilies.com. Recuperado de http://www.slideshare.net/JenniferEvansLPC/ebp-survey-report-3113
dc.relationSireci S, Padilla J. (2014). Validating assessments: introduction to the special section. Psicothema. 26:97–99.
dc.relationSmartt, S. S., & Reschly, D. J. (2007). Barriers to the preparation of highly qualified teachers in reading (TQ Research & Policy Brief). Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://ceedar.education.ufl.edu/wp content/uploads/2013/07/IC_SBReading.pdf
dc.relationSteglitz, J., Warnick, J. L., Hoffman, S. A., Johnston, W., & Spring, B. (2015). Evidence-Based Practice. International Encyclopedia of the Social & Behavioral Sciences. 8, 332-338. http://dx.doi.org/10.1016/B978-0-08-097086-8.10540-9.
dc.relationStirman, S. W., Gutner, C. A., Crits, P., Edmunds, J., Evans, A. C., & Beidas, R. S. (2015). Relationships between clinician-level attributes and fidelity-consistent and fidelity-inconsistent modifications to an evidence-based psychotherapy. Implementation Science, 10(115), 1-10, DOI 10.1186/s13012-015-0308-z. Recuperado de http://link.springer.com/article/10.1186%2Fs13012-015-0308-z
dc.relationStirman, S. W., Miller, C. J., Toder, K. & Calloway, A. (2013). Development of a framework and coding system for modifications and adaptations of evidence-based interventions. Implementation Science, 8 (65), 1-12. doi:10.1186/1748-5908-8-65. http://www.implementationscience.com/content/8/1/65. Recuperado de http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3686699/pdf/1748- 5908-8-65.pdf
dc.relationSuggate, S. P. (2016). A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions. Journal of Learning Disabilities. 49(1) 77–96. DOI: 10.1177/0022219414528540
dc.relationSwanson, E. A., Solis, M., Ciullo, S., & McKenna, J. W. (2012). Special education teachers’ perceptions and instructional practices in response to intervention implementation. Learning Disability Quarterly, 35, 115–126. doi:10.1177/0731948711432510
dc.relationTaasoobshirazi, G. & Wang, S. (2016). The performance of the SRMR, RMSEA, CFI, and TLI: An examination of simple size, path size, and degrees of freedom. Journal of Applied Quantitative Methods. 11 (3), 31-39.
dc.relationTamayo Valencia, L. A.; Niño Zafra, L. S.; Cardozo Espitia, L. S.; Bejarano Bejarano, O. (2018) ¿Hacia dónde va la evaluación? Aportes conceptuales para pensar y transformar las prácticas de evaluación. Bogotá: IDEP
dc.relationTNTP (2013). Fixing classroom observations. How common core will change the way we look at teaching. Recuperado de http://tntp.org/assets/documents/TNTP_FixingClassroomObservations_2013.pdf
dc.relationTroia, G. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp content/uploads/2014/09/IC-5_FINAL_08-31-14.pdf
dc.relationTroia, G., Olinghouse, N. G., (2013). The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing. School Psychology Review, 42 (3), 343-357. Recuperado de https://www.researchgate.net/publication/258148583_The_Common_Core_State_Standards_and_Evidence Based_Educational_Practices_The_Case_of_Writing
dc.relationTroia, G., Olinghouse, N. G., Mo, Y., Hawkings, L., Kopke, R. A., Chen, A., Wilson, J. & O’Shea, K. A. (2015). Academic Standards for Writing: To What Degree Do Standards Signpost Evidence-Based Instructional Practices and Interventions? The Elementary School Journal, 116(2), 1-47. Recuperado de https://www.researchgate.net/publication/273777410_Academic_standards_for_writing_To_what_degree_do_standards_signpost_evide nce-based_instructional_practices_and_interventions
dc.relationUSOE (2012, February) U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. Early Childhood Education Interventions for Children with Disabilities intervention report: The Incredible Years. Retrieved from http://whatworks.ed.gov.
dc.relationUSOE (2020). OSEP Ideas that Work. Office of Special Education Programs, U.S. Department of Education Recuperado de https://www.osepideasthatwork.org/
dc.relationVanDerHeyden, A., & Allsopp, D. (2014). Innovation configuration for mathematics (Document No. IC-6). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp content/uploads/2014/09/IC-6_FINAL_09-25-14.pdf
dc.relationVaughn, S., Levy, S., Coleman, M., & Bos, C. S. (2002). Reading instruction for students with LD and EBD: A synthesis of observation studies. Journal of Special Education, 36, 2–13. doi:10.1177/00224669020360010101
dc.relationVaughn, S., Wexler, J., Roberts, G., Barth, A. A., Cirino, P. T., Romain, M. A., & Denton, C. A. (2011). Effects of individualized and standardized interventions on middle school students with reading disabilities. Exceptional Children, 77, 391–407.
dc.relationVentura-León, J. L. (2018a). Intervalos de confianza para coeficiente Omega: Propuesta para el cálculo [carta al Editor]. Adicciones. 30 (1), 77-78. doi:10.20882/adicciones.962
dc.relationVentura-León, J. L. (2018b). ¿Existen los instrumentos validos? Un debate necesario. Gaceta Sanitaria, 31 (1), 71-71. doi:10.1016/j.gaceta.2016.09.007
dc.relationVentura-León, J. L., Barboza-Palomino, M., & Caycho, T. (2018). ¿Son necesarios los instrumentos equitativos? Educación Médica. 126-127. doi:10.1016/j.edumed.2017.03.022
dc.relationVentura-León, J. L., & Caycho, T. (2017). El coeficiente omega: un método alternativo para la estimación de la confiabilidad. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 15 (1), 625-627. Recuperado de http://www.redalyc.org/articulo.oa?id=77349627039
dc.relationVentura, J. L.; Caycho, T.; Vargas, D. & Flóres, G. (2018). Adaptación y validación de la Escala de Tolerancia a la Frustración (ETF) en niños peruanos. Revista de Psicología Clínica con Niños y Adolescentes. 5 (2), 23-29.
dc.relationWanzek, J., Vaughn, S., Scammacca, N. K., Metz, K., Murray, C. S., Roberts, G., & Danielson, L. (2013). Extensive reading interventions for students with reading difficulties after Grade 3. Review of Educational Research, 83, 163–195.10.3102/0034654313477212
dc.relationWerner-Seidle, A., Perry, Y., and Christensen, H. (2016). An Australian Example of Translating Psychological Research into Practice and Policy: Where We are and Where We Need to Go. Frontiers in Psychology, 7:200. 1-23. doi: 10.3389/fpsyg.2016.00200
dc.relationWesting, D. L. (2015). Evidence-based practices for improving challenging behaviors of students with severe disabilities (Document No. IC-14). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/wp-content/uploads/2015/11/EBPs-for-improving-challenging-behavior-of-SWD.pdf
dc.relationWilliams-Taylor, L. (2007). Research Review Evidence-Based Programs and Practices: What Does It All Mean? Children’s Services Council of Palm Beach County. Recuperado de http://www.evidencebasedassociates.com/reports/research_review.pdf
dc.relationWood, J. J., McLeod, B. D., Klebanoff, S. & Bookman-Frazee, L. (2015). Toward the Implementation of Evidence-Based Interventions for Youth With Autism Spectrum Disorders in Schools and Community Agencies. Behavior Therapy, 46(1), 83-95. doi:10.1016/j.beth.2014.07.003
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International
dc.rightshttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectaprendizaje activo
dc.subjectdesarrollo del pensamiento
dc.subjectpensamiento sistémico
dc.subjectla reflexión crítica
dc.subjectmetacognición
dc.subjectaseguramiento del aprendizaje
dc.titleElectiva: metodología de aprendizaje activo
dc.typeOtros
dc.typehttp://purl.org/coar/resource_type/c_1843
dc.typeText
dc.typeinfo:eu-repo/semantics/other
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typehttp://purl.org/redcol/resource_type/ARTOTR
dc.typeinfo:eu-repo/semantics/acceptedVersion
dc.typehttp://purl.org/coar/version/c_ab4af688f83e57aa


Este ítem pertenece a la siguiente institución