{"id":28819,"date":"2018-03-09T09:21:40","date_gmt":"2018-03-09T09:21:40","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/programa-de-intervencion-educativa-para-la-mejora-cognitiva-de-alumnos-del-programa-de-diversificacion-curricular\/"},"modified":"2018-03-09T09:21:40","modified_gmt":"2018-03-09T09:21:40","slug":"programa-de-intervencion-educativa-para-la-mejora-cognitiva-de-alumnos-del-programa-de-diversificacion-curricular","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/nacional-de-educacion-a-distancia\/programa-de-intervencion-educativa-para-la-mejora-cognitiva-de-alumnos-del-programa-de-diversificacion-curricular\/","title":{"rendered":"Programa de intervenci\u00f3n educativa para la mejora cognitiva de alumnos del programa de diversificaci\u00f3n curricular"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Antonio Pi\u00f1ar Gallardo <\/strong><\/h2>\n<p>La mejora cognitiva de alumnos con dificultades de aprendizaje (da) de la educaci\u00f3n secundaria obligatoria (eso), a los que diferentes medidas de adaptaci\u00f3n curricular no son suficientes y finalmente se les somete a programas de diversificaci\u00f3n curricular (pdc), con el fin concreto de conseguir los objetivos generales de la eso, ser\u00e1 significativa, si al mismo tiempo se complementa el curr\u00edculo diversificado con programas de intervenci\u00f3n educativa tipo proyecto inteligencia harvard (pih), y en consecuencia se les dota de un andamiaje cognitivo &#8211; normalmente inexistente o insuficiente &#8211; de estrategias b\u00e1sicas, en razonamiento, comprensi\u00f3n del lenguaje y resoluci\u00f3n de problemas.  el trabajo que se muestra fue realizado con alumnos diversificados v.No-diversificados, intervenidos vs.No intervenidos con el pih como instrumento.  los resultados obtenidos con los sujetos diversificados intervenidos, apoyan la idea expuesta anteriormente de modificabilidad cognitiva, frente a los no-intervenidos.  una parte importante del fracaso escolar de los alumnos de la eso con da, encontrar\u00eda su justificaci\u00f3n en el desconocimiento y en consecuenia la no-utilizaci\u00f3n por parte de \u00e9stos de estrategias b\u00e1sicas, necesarias para el desarrollo normal del curr\u00edculo, relacionadas principalmente con los campos del razonamiento, lenguaje y resoluci\u00f3n de problemas de los que el pih aplicado les puede dotar.  as\u00ed, pues dotar a este tipo de alumnos de dichas estrategias b\u00e1sicas permitir\u00eda que muchos de ellos pasasen del fracaso al \u00e9xito.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Programa de intervenci\u00f3n educativa para la mejora cognitiva de alumnos del programa de diversificaci\u00f3n curricular<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Programa de intervenci\u00f3n educativa para la mejora cognitiva de alumnos del programa de diversificaci\u00f3n curricular <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Antonio Pi\u00f1ar Gallardo <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Nacional de educaci\u00f3n a distancia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 23\/02\/2004<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Gonzalo Sampascual Maicas<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: florencio Vicente castro <\/li>\n<li> Santeo germ\u00e1n Miguel \u00e1ngel (vocal)<\/li>\n<li> Campo adri\u00e1n Elena del (vocal)<\/li>\n<li>leandro Navas mart\u00ednez (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Antonio Pi\u00f1ar Gallardo La mejora cognitiva de alumnos con dificultades de aprendizaje (da) de la educaci\u00f3n secundaria [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[17070],"tags":[81853,65442,7144,5138,17302,81854],"class_list":["post-28819","post","type-post","status-publish","format-standard","hentry","category-nacional-de-educacion-a-distancia","tag-antonio-pinar-gallardo","tag-campo-adrian-elena-del","tag-florencio-vicente-castro","tag-gonzalo-sampascual-maicas","tag-leandro-navas-Martinez","tag-santeo-german-miguel-angel"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/28819","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=28819"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/28819\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=28819"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=28819"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=28819"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}