{"id":89186,"date":"2001-07-03T00:00:00","date_gmt":"2001-07-03T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/colaboracion-en-la-mejora-educativa-un-modelo-de-autoelevacion-institucional\/"},"modified":"2001-07-03T00:00:00","modified_gmt":"2001-07-03T00:00:00","slug":"colaboracion-en-la-mejora-educativa-un-modelo-de-autoelevacion-institucional","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/pedagogia\/colaboracion-en-la-mejora-educativa-un-modelo-de-autoelevacion-institucional\/","title":{"rendered":"Colaboracion en la mejora educativa: un modelo de autoelevacion institucional"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Sebastian Figueroa Rodriguez <\/strong><\/h2>\n<p>Investigaci\u00f3n longitudinal que muestra el impacto diferido de tres ejercicios sucesivos de evaluaci\u00f3n, adscrito a una universidad mexicana. La metodolog\u00eda empleada consisti\u00f3 en la adopci\u00f3n de tres modalidades generales; evaluaci\u00f3n asesorada y una replica de la evaluaci\u00f3n asistida.  los resultados fueron m\u00e1s favorables cuando se recurrio a la modalida asistida y en el tercer ejercicio, cuando el grado de colaboraci\u00f3n entre los integrantes de la comunidad autoevaluante fue mayor. Entre los principales hallazgos se encontro que la metodolog\u00eda utilizada contiene elementos factibles de ser aplicados a un modelo de autoevaluaci\u00f3n insitutcional, con criterios y par\u00e1metros autoreferidos, el cual se encuentra ya en la aplicaci\u00f3n en la universidad dond\u00e9 tuvo lugar la experiencia de investigaci\u00f3n evaluativa que se describe en este informe.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Colaboracion en la mejora educativa: un modelo de autoelevacion institucional<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Colaboracion en la mejora educativa: un modelo de autoelevacion institucional <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Sebastian Figueroa Rodriguez <\/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 07\/03\/2001<\/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>Antonio Medina Rivilla<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: quintana Mart\u00edn-moreno cerrillo <\/li>\n<li>ramon Perez juste (vocal)<\/li>\n<li>Luis Miguel Villar angulo (vocal)<\/li>\n<li> Ruiz ruiz Jos\u00e9 Mar\u00eda (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Sebastian Figueroa Rodriguez Investigaci\u00f3n longitudinal que muestra el impacto diferido de tres ejercicios sucesivos de evaluaci\u00f3n, adscrito [&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 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