Bibliography: Honduras (page 01 of 15)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Hondureinas website.  Some of the authors featured on this page include Graciela Leal, Trisha Folds-Bennett, Reiko Akiyama, Jennifer McCloud, William J. Boone, Meredith McAllister, Jubin Rahatzad, Mary Pat Twomey, Akemi Ashida, and JoAnn Phillion.

Sharma, Suniti; Rahatzad, Jubin; Phillion, JoAnn (2013). How Preservice Teachers Engage in the Process of (De)Colonization: Findings from an International Field Experience in Honduras, Interchange: A Quarterly Review of Education. Critical multicultural education and its promise of cultural inclusion face a crisis induced by powerful neoliberal forces that view education as an economic enterprise rather than open dialogue and inclusive pedagogies. With this in mind, this article uses interpretive phenomenology to examine how US American preservice teachers engage in the process of decolonization to challenge neoliberal influences in education and develop multicultural awareness during an international cross-cultural field experience in Honduras. Participants in this study comprise seventy-six preservice teachers from a Mid-Western university who went on a study abroad program to Honduras. Data for the study were collected through interviews, discussions, class assignments, reflective journals and researchers' field notes and observations. Multiple levels of data analysis reveal that international cross-cultural field experiences promote a deeper understanding of colonial social relations and questioning of powerful neoliberal networks that perpetuate the status quo to disadvantage diverse and minority students. Findings also indicate that through reflexive and critical dialogue preservice teachers negotiate difference, engage with the self and other, and question their own knowledge and practices in sustaining colonial relations of privilege and domination with implications for classroom practice. This study suggests that ongoing multicultural awareness at every stage of teacher preparation, beginning at the preservice level, has the power to effect change in future classroom practice so that all students, including diverse minority populations experience educational equity and equal opportunities for academic success.   [More]  Descriptors: Foreign Countries, Preservice Teachers, Field Experience Programs, Multicultural Education

Raven, Arjan; Randolph, Adriane B.; Heil, Shelli (2010). Creating Sustainable Education Projects in Roatán, Honduras through Continuous Process Improvement, Contemporary Issues in Education Research. The investigators worked together with permanent residents of Roatán, Honduras on sustainable initiatives to help improve the island's troubled educational programs. Our initiatives focused on increasing the number of students eligible and likely to attend a university. Using a methodology based in continuous process improvement, we developed tutoring programs, college preparation workshops, long-term plans for a local school, and solicited involvement by an island educational coalition. Lessons learned from these initiatives may be used to expand other efforts on the island and can be generalized to other programs in Central America.   [More]  Descriptors: Foreign Countries, College Attendance, Educational Improvement, Program Development

Sekiya, Takeshi (2014). Individual Patterns of Enrolment in Primary Schools in the Republic of Honduras, Education 3-13. The Reconstructed Cohort Method is often used to examine the status of national education. However, this method does not account for individual details and we know little about the status of school enrolments by tracking individual students from entrance until dropout or graduation. This study employs the True Cohort Method to analyse data for 1377 children who entered in primary schools in the Republic of Honduras between 1986 and 1994. Findings indicate that children's patterns of enrolment fall into two categories: graduation without repetition and dropout after a short period of attendance. Policy implications of these findings are discussed.   [More]  Descriptors: Foreign Countries, Elementary School Students, Enrollment Trends, Cohort Analysis

Boehm, Frédéric; Caprio, Temby (2014). Fostering Good Governance at School Level in Honduras: The Role of Transparency Bulletin Boards, Peabody Journal of Education. Corruption is at the core of weak governance. In the education sector, corruption is a threat to the quality of and access to education. Although the diagnosis is straightforward, effective reforms are more difficult to implement. The principles of good governance (transparency, participation, accountability, and integrity) provide us guidance, but innovative ways need to be found to fill these principles with life and create dynamics of change. We present a simple, efficient experience of introducing transparency and fostering participation and therefore accountability at the school level in Honduras. The transparency bulletin boards ("murales de transparencia") are a homegrown response to the call for improving governance in a challenging environment.   [More]  Descriptors: Foreign Countries, Governance, Bulletin Boards, Accountability

McCloud, Jennifer (2015). "Just Like Me": How Immigrant Students Experience a U.S. High School, High School Journal. Using a qualitative bricolage approach (Kincheloe, 2008, 2010), this study explores the school life of immigrant students enrolled in an advanced English as a Second Language (ESL) classroom in a high school. The overarching objective of this study is to examine how these students–five from Mexico, three from Honduras, and one from China–experience and use the school space. Figured worlds (Holland et al., 1998) and positioning theory (Davies, 2000; Harré & van Langenhove, 1999) provide analytical frameworks to present how the students rely on their positions as English language learners in an ESL program, on the ESL faculty, and on one another to co-construct a variety of practices that create opportunities for agency and success in the school space. The manuscript describes how students co-construct a world in and through which they (1) navigate the institution, (2) meet academic needs, and (3) establish networks of care. The study also includes the dissonant threads–elements of data that resist perfect codification–to deepen analysis and to portray a complex portrait of ESL II (Lawrence-Lightfoot & Davis, 1997).   [More]  Descriptors: Immigrants, High School Students, English Language Learners, Qualitative Research

Rahatzad, Jubin; Sasser, Hannah L.; Phillion, JoAnn; Karimi, Nastaran; Deng, Yuwen; Akiyama, Reiko; Sharma, Suniti (2013). Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences, International Journal of Multicultural Education. Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation take a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad. Through international cross-cultural experiences, preservice teachers can recognize the disparate impacts of neoliberal economic globalization on educational and social equity within the metaphorical global South and the global North. We examine the narratives constructed by preservice teachers through the reflection of their international cross-cultural experiences during a Honduras Study Abroad Program. The article also explores the implications of a postglobal preparation for preservice teachers.   [More]  Descriptors: Study Abroad, Preservice Teachers, Equal Education, Foreign Countries

Ashida, Akemi (2015). Study of Factors Preventing Children from Enrolment in Primary School in the Republic of Honduras: Analysis Using Structural Equation Modelling, Education 3-13. Studies have investigated factors that impede enrolment in Honduras. However, they have not analysed individual factors as a whole or identified the relationships among them. This study used longitudinal data for 1971 children who entered primary schools from 1986 to 2000, and employed structural equation modelling to examine the factors themselves as well as the relationships between their components and educational attainment. Findings indicate that reduced educational attainment is not necessarily the result of repetition or dropout. Low educational attainment occurs due to impediments in access to school, absenteeism, or overage, as this leads to a child suddenly leaving school.   [More]  Descriptors: Foreign Countries, Barriers, Access to Education, Elementary Education

Marshall, Jeffery H.; Aguilar, Claudia R.; Alas, Mario; Castellanos, Renán Rápalo; Castro, Levi; Enamorado, Ramón; Fonseca, Esther (2014). Alternative Education Programmes and Middle School Dropout in Honduras, International Review of Education. Honduras has made steady progress in expanding post-primary school coverage in recent years, but many rural communities still do not provide a middle (lower secondary) school. As a result, Honduras has implemented a number of middle school alternative programmes designed to meet the needs of at-risk populations throughout the country. This article analyses dropout in three of the four main alternative lower secondary school programmes in Honduras over a three-year period for a cohort of roughly 5,500 students. The results show that these programmes are indeed reaching a vulnerable population in the country, but dropout rates are generally very high–upwards of 50 per cent in some cases–between Grades 7 and 9. Furthermore, even in the control school comparison samples made up of formal lower secondary schools, about 25 per cent of children leave school between Grades 7 and 9. The authors' analysis includes propensity score matching (PSM) methods that make more focused comparisons between students in alternative programmes and control samples. These results show that dropout rates in alternative programmes are not much different than in control schools, and only significant in one programme comparison, when taking into account family background characteristics like socioeconomic status (SES). Multivariate analysis within alternative programme samples finds that attrition is lower in those learning centres which have adopted key features of formal schools, such as university-educated teachers. The results highlight the tremendous variation in the alternative middle school sector in terms of programme features, school quality and student outcomes, as well as the challenges of expanding this sector to meet the growing demand for lower secondary schooling in Honduras.   [More]  Descriptors: Foreign Countries, Developing Nations, Dropout Research, Middle School Students

Thornton, Rebecca Mercado (2012). La Chispa De Las Honduranos: Imperialism and Human Experience, Journal of College and Character. This article explores a student's expectations and the lived realities of a two-week service learning trip to Honduras. Originally, her expectations were critical and cynical. But through a series of journal entries she made during the program, she shows how her expectations were transformed by the actual experience and how she achieved her own service learning objective.   [More]  Descriptors: Foreign Countries, College Students, Service Learning, Student Experience

Ashida, Akemi; Sekiya, Takeshi (2016). Changes in the Repetition and Dropout Situation in Honduran Primary Education since the Late 1980s, Education 3-13. While Honduras's post-1990s enrolment status has improved, no reports examine changes in status. We examined changes in enrolment patterns by analysing 1689 children's data using the true cohort method. We also analysed educational-development strategies/policies and project documentation. Grade-failure numbers did not improve over time because more children attended school, and no clear influence of strategies/policies and projects on educational quality was observed. Enrolment patterns were divided into graduation pattern with once-or-none repetition, and into dropout pattern after one-or-two years' attendance. However, the more recent the school entrance year, the more often students continued attendance until graduation. Policy implications of these are discussed.   [More]  Descriptors: Foreign Countries, Grade Repetition, Elementary School Students, Academic Failure

Altschuler, Daniel (2013). How Patronage Politics Undermines Parental Participation and Accountability: Community-Managed Schools in Honduras and Guatemala, Comparative Education Review. This article shows how patronage politics affects a popular international education model: community-managed schools (CMS). Focusing on Honduras's CMS initiative, PROHECO (Programa Hondureno de Educacion Comunitaria), I demonstrate how patronage can undermine CMS accountability. Whereas supporters argue that CMS increases accountability, partisan incursions systematically block parents from selecting teachers and influencing other features of program management. This account suggests that CMS, like all development and governance initiatives, can be profoundly shaped by the political context. But CMS is not inevitably undermined by patronage. In neighboring Guatemala, CMS reveals little patronage but rather reflects the more salient political Guatemalan legacy: polarization. The article concludes that, to achieve gains in accountability through models of parental participation, donors and education officials should carefully consider political context.   [More]  Descriptors: Academic Achievement, Accountability, Foreign Countries, International Education

Murphy-Graham, Erin; Leal, Graciela (2015). Child Marriage, Agency, and Schooling in Rural Honduras, Comparative Education Review. This article examines the relationships between child marriage, agency, and schooling in rural Honduras. Through an in-depth qualitative case study, we address the following questions: (1) In what ways, if any, do girls exercise agency in their decision to marry? (2) How might education enhance girls' agency, expanding their choice sets and delaying the age of marriage? We argue that a lack of understanding of the decision-making processes of young girls impedes the design and implementation of interventions to address child marriage. Our in-depth, qualitative case study allows us to document how the agency that girls exercise is simultaneously thin, opportunistic, accommodating, and oppositional. Returning to Ahearn's notion of agency as the socioculturally mediated capacity to act (2001a, 112), our findings suggest that for education to enhance adolescent girls' agency it must transform the sociocultural conditions that constrain their actions, targeting individual girls, families, and communities.   [More]  Descriptors: Children, Marriage, Rural Areas, Females

Folds-Bennett, Trisha; Twomey, Mary Pat (2013). Honors in Honduras: Engaged Learning in Action, Honors in Practice. A significant challenge in honors education is providing experiences through which students deeply engage ideas and content so that their analytical abilities and core beliefs and values are transformed. The College of Charleston Honors College aimed to stimulate critical thinking and examination of core values through a more holistic approach to education. Community-based learning, collaborative assignments, and global learning were primary components in the college's pilot program during spring 2012. The program involved an experientially-based course that included a travel component to Honduras. While there, the students executed a project plan that had been developed during the course. This article describes the program's structure and logistics, course focus and content, community and global engagement, as well as an evaluation of what worked in the program and why.   [More]  Descriptors: Foreign Countries, Honors Curriculum, Critical Thinking, Values

Capps, Daniel K.; McAllister, Meredith; Boone, William J. (2013). Alternative Conceptions Concerning the Earth's Interior Exhibited by Honduran Students, Journal of Geoscience Education. Although multiple studies of misconceptions in Earth science have been completed using samples of North American and European students and teachers, little research has been conducted on alternative Earth science conceptions in developing countries. The current study was conducted in 5th- and 6th-grade classrooms in eastern Honduras, Central America. The goal of the study was to gather data documenting Honduran students' conceptions of the Earth's interior. This qualitative study used participant-generated drawings and interviews to access students' conceptions of the Earth's interior. Results suggest that Honduran students, ages 9-14 y, express varying levels of understanding regarding this science concept. Many exhibit alternative conceptions, including nonconcentric layers in the Earth; the presence of physical objects, such as houses, inside the Earth; and the existence of mythical creatures within the Earth. This study provides data relevant to geoscience education in Honduras, has implications for geoscience education in tectonically active regions where Earth science is not a major part of the curriculum, and offers suggestions for teaching abstract Earth science concepts to concrete learners. The study also provides information for educators that teach students who are recent immigrants from Honduras and for those who teach students of limited language and/or reading proficiency.   [More]  Descriptors: Foreign Countries, Scientific Concepts, Misconceptions, Earth Science

Hall, Kia M. Q. (2014). Developing a Dual-Level Capabilities Approach: Using Constructivist Grounded Theory and Feminist Ethnography to Enhance the Capabilities Approaches, Journal of Ethnographic & Qualitative Research. In this study, a dual-level capabilities approach to development is introduced. This approach intends to improve upon individual-focused capabilities approaches developed by Amartya Sen and Martha Nussbaum. Based upon seven months of ethnographic research in the Afro-descendant, autochthonous Garifuna community of Honduras, constructivist grounded theory methodology is used to develop a dual-level capabilities approach, inclusive of collective and individual capabilities. The makers of ereba, or cassava bread, are the focus of this study, which describes the ereba-education cycle as interlocking collective capabilities that demonstrate the interdependence of village ereba makers and urban students. The dual-level capabilities approach was developed in dialogue with Garifuna villagers, and with a feminist epistemology that centers the discussion of Garifuna development around the women who bake ereba. Thus, this research study examines how the grassroots development work of Garifuna women can be understood in terms of collective capabilities.   [More]  Descriptors: Foreign Countries, Individual Development, Constructivism (Learning), Grounded Theory

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