Bibliography: Honduras (page 02 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 Cynthia Slagter, Suniti Sharma, Lisa Whittle, JoAnn Phillion, Erik Malewski, Mary Burns, Rebecca Rhodes, James R. McKenna, Marcie J. Pyper, and Mary Goodwin.

Malewski, Erik; Phillion, JoAnn (2009). International Field Experiences: The Impact of Class, Gender and Race on the Perceptions and Experiences of Preservice Teachers, Teaching and Teacher Education: An International Journal of Research and Studies. We explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach combined with cross-comparative analysis reveal diverse ways class, gender and race shaped and re-shaped preservice teachers' perceptions of self, peers, and host community members. We conclude with a call for international cross-cultural experiences that encourage preservice teachers to critically examine their perspectives, positions in the host community, and learning during study abroad.   [More]  Descriptors: Preservice Teacher Education, Preservice Teachers, Focus Groups, Field Experience Programs

Speizer, Ilene S.; Goodwin, Mary; Whittle, Lisa; Clyde, Maureen; Rogers, Jennifer (2008). Dimensions of Child Sexual Abuse before Age 15 in Three Central American Countries: Honduras, El Salvador, and Guatemala, Child Abuse & Neglect: The International Journal. Objective: The prevalence of sexual abuse during childhood or adolescence varies depending on the definitions and age categories used. This study examines the first national, population-based data available on child sexual abuse that occurs before age 15 in three countries: El Salvador, Guatemala, and Honduras. This study uses comparable indicators and measures of sexual abuse for the three countries to document the prevalence of abuse, types of perpetrators, and the association of child sexual abuse with recent intimate partner violence. Methods: Child sexual abuse was defined as sexual abuse that first occurs before age 15. Nationally representative data from El Salvador, Guatemala, and Honduras were used. In El Salvador, separate questions on forced intercourse and non-penetrative sexual abuse were asked. Bivariate and multivariate analyses were performed using STATA Version 8SE. Results: The prevalence of child sexual abuse varied from 7.8% in Honduras to 6.4% in El Salvador and 4.7% in Guatemala. In all three countries, the overwhelming majority of women who reported child sexual abuse first experienced the abuse before age 11. Perpetrators tended to be a family member, a neighbor, or an acquaintance. Bivariate and multivariate analyses indicated that women who experienced child sexual abuse in Guatemala and Honduras were about two times more likely to be in violent relationships as women who did not experience abuse. This relationship was not significant in multivariate analyses for El Salvador where the prevalence of intimate partner violence was the lowest. Conclusions: Child sexual abuse in Central America is clearly a problem with the prevalence between 5% and 8%. Child sexual abuse can have long-term negative health impacts including exposure to intimate partner violence in adulthood. Programs to prevent abuse and treat victims of child sexual abuse are needed in Central America.   [More]  Descriptors: Sexual Abuse, Child Abuse, Females, Violence

Rodríguez-Solera, Carlos Rafael; Silva-Laya, Marisol (2017). Higher Education for Sustainable Development at EARTH University, International Journal of Sustainability in Higher Education. Purpose: The purpose of this article is to present the experience of a Central American university that has been successfully advancing an educational model focused on sustainability for over 25 years. Many universities in industrialized nations are assuming a more active role in promoting sustainable development, while in emerging countries, interest in this issue is recent and not well known. Design/methodology/approach: A study was conducted on perceptions of the impact from graduates of EARTH ("Escuela de Agricultura de la Región Tropical Húmeda") University in Nicaragua, Honduras and Guatemala, utilizing a mixed methodology that combined the application of a standardized questionnaire, together with focus groups of graduates, and semi-structured interviews of graduates, their employers, members of their communities, clients of the companies where they work and colleagues. Findings: Agricultural engineers who received their education at EARTH University have had a positive social, economic and environmental impact in their communities of origin. They have taken on leadership positions and have become change agents who are aware of the social needs around them. They contribute to economic growth and job creation, and at the same time, promote sustainable management of natural resources. Research limitations/implications: It is a case study and their findings are limited. Practical implications: Learning about EARTH University's experience may be useful for other higher education institutions seeking to cultivate this perspective in their degree programs, and for academics who support a fundamental reorientation in higher education aimed at confronting the challenge of promoting sustainable development. Social implications: The results established that most of the agronomists who studied at EARTH University are having a positive economic, social and environmental influence, which appears to be closely associated with their university education. This suggests that higher education may in effect play an important role in promoting sustainability and contributing elements for advancing this perspective in higher education in Latin America. Originality/value: This study of EARTH University's educational model reveals that, in the case of Latin America, education for sustainability cannot be limited to providing training in natural resources management. The promotion of inclusive development supposes that students have learned how to manage productive activities that are economically and socially sustainable, and that students have received a solid education in values, aimed at fostering a commitment to build a fairer society.   [More]  Descriptors: Higher Education, Sustainable Development, Role of Education, Graduate Surveys

Pyper, Marcie J.; Slagter, Cynthia (2015). Competing Priorities: Student Perceptions of Helps and Hindrances to Language Acquisition during Study Abroad, Frontiers: The Interdisciplinary Journal of Study Abroad. This article reports on the results of undergraduate students that studied abroad (SA) and primary underlying factors behind their successful language study. The 189 participants were undergraduate students that studied abroad (Spain, Peru, and Honduras) in one of three advanced Spanish language semester-long programs through a Midwest four-year liberal arts college from spring 2011 through spring 2014. Each of the participants had completed at least one upper level course in Spanish prior to the semester abroad. In all three program locations students lived individually with local host families and enrolled in one or more classes with students from the home university, and most had at least one class with native students in the host university. The data collection tools included three components: a web-based survey (pre- and post-program), the Versant Spanish language test (pre- and post-program), and a post-program follow-up interview. Students acknowledged that successful interaction with native speakers required sustained personal effort. They also remarked about the value of intentional L2 communication with NNS peers.   [More]   [More]  Descriptors: Study Abroad, Undergraduate Students, Student Attitudes, Second Language Learning

Savelyeva, Tamara; McKenna, James R. (2011). Campus Sustainability: Emerging Curricula Models in Higher Education, International Journal of Sustainability in Higher Education. Purpose: The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on-the-ground participatory practices in America, Europe, Africa, Asia, and Australia. Design/methodology/approach: Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents. Findings: The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia. Originality/value: This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education.   [More]  Descriptors: Foreign Countries, Higher Education, College Faculty, Sustainability

Ngassa, Franklin Chamda (2010). Using "EC-Assess" to Assess a Small Biofuels Project in Honduras, Journal of Education for Sustainable Development. Biofuels may contribute to both rural economic development and climate change mitigation and adaptation. The Gota Verde Project in Yoro, Honduras, attempts to demonstrate the technical and economic feasibility of small-scale biofuel production for local use by implementing a distinctive approach to feedstock production that encourages small farm sizes, mixed cropping of biofuel feedstock from Jatropha and food crops, particularly corn and beans, grown side by side on the same farmland and the total involvement of small rural farmers. But is the project sustainable? Using EC-Assess, the Earth Charter ethics-based assessment tool, to assess the sustainability of this project, the author found that in some assessment categories the actions surpassed the intended objectives, showing that the project was achieving certain Earth Charter goals without specifically stating its intention to address them.   [More]  Descriptors: Economic Development, Rural Economics, Program Effectiveness, Foreign Countries

Kleyn, Tatyana (2010). Cultural Mismatch in Honduran Garifuna Communities: The Role of Culture, Race, and Language in Schools, Diaspora, Indigenous, and Minority Education. The Garifuna are an Indigenous, Afro-Latino group in Honduras whose distinct cultural, ethnic, and linguistic background has been unacknowledged and frequently misunderstood on a societal level and, consequently, in the schools that serve them. This study argues for the utility of a cultural mismatch approach, one applied primarily to U.S. settings, but which can be extended fruitfully to the Latin American context generally, and for Garifuna populations specifically. Through a comparative case study of 2 Garifuna communities, this study examines student, teacher, and administrator attitudes and perceptions toward culture, race, and language. Then a corresponding analysis of practices within 2 divergent schools is offered: One setting illustrates how a cultural mismatch between students and educators plays a significant role in the formation of an irrelevant education; the second setting demonstrates how mutual respect, caring, and culturally embedded teaching practices result in a relevant pedagogy for Garifuna student.   [More]  Descriptors: Student Attitudes, Administrator Attitudes, Foreign Countries, Teaching Methods

Mather, Peter C.; Karbley, Megan; Yamamoto, Makiko (2012). Identity Matters in a Short-Term, International Service-Learning Program, Journal of College and Character. This study explores the role that identity and the identity development process play in a short-term, international service-learning experience. Employing narrative inquiry, two of the co-authors, student participants in a 2-week service-learning program in Honduras, describe and interpret their service-learning experience in the context of life experiences that preceded the service-learning program. An emphasis is placed upon the ways that the students' multiple identities and personal histories interact with the people, places, and ideas they encountered abroad. Findings are interpreted against the research and scholarship on intercultural competency and support the notion that student participants in international service-learning are exposed to experiences that lead to valuable extrospection and introspection and that foster complex understandings of self and ideology.   [More]  Descriptors: Service Learning, Foreign Countries, Learning Experience, Inquiry

Sharma, Suniti; Phillion, JoAnn; Malewski, Erik (2011). Examining the Practice of Critical Reflection for Developing Pre-Service Teachers' Multicultural Competencies: Findings from a Study Abroad Program in Honduras, Issues in Teacher Education. In response to a critical need in teacher preparation, study abroad programs aimed at developing multicultural competencies in pre-service teachers have proliferated across the United States. Multicultural competencies constitute the ability to challenge misconceptions that lead to discrimination based on cultural difference, reflect on one's assumptions and biases, and create a classroom environment sensitive to the cultural background and academic needs of all students. Research has shown that a majority of pre-service teachers are White, middle class, and monolingual speakers of English with little or no exposure to the diverse backgrounds and cultural knowledge of non-White students. Many pre-service teachers do not engage in the social, historical, and political issues that relate directly to inequality and lack of opportunities among different cultural groups in schools and society. Consequently, teacher preparation for multicultural education attempts to address these issues by bringing a change in pre-service teachers' perceptions of self and other by providing opportunities for critical reflection through course work, cross-cultural field experiences, and study abroad programs. In this article the authors examine how critical reflection during a study abroad program to Honduras facilitates pre-service teachers' multicultural competencies for personal and professional growth. They position this study within teacher education literature with a focus on multicultural education, study abroad, and critical reflection. Next, they draw from Dewey's notion of critical reflection to provide the conceptual framework for the study. Subsequently, they highlight a specific study abroad program to Honduras as the context of the study. They follow this with an outline of the basic qualitative research design and report findings from the study. They conclude with a discussion on the implications of their study for teacher preparation and teacher educators invested in developing multicultural competencies in pre-service teachers.   [More]   [More]  Descriptors: Preservice Teacher Education, Qualitative Research, Multicultural Education, Cross Cultural Training

Malewski, Erik; Sharma, Suniti; Phillion, JoAnn (2012). How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study, Teachers College Record. Background/Context: The article examines how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. The findings presented here are based on a 6-year study of a short-term study abroad program in Honduras that included an international field experience component and took place from 2003 to 2008. Purpose/Objective/Research Question/Focus of the Study: This article examines questions that contribute to the field of teacher education and the effort to prepare future teachers for culturally and linguistically diverse classrooms as early as the preservice level. Several questions guide this study: How do international field experiences prepare preservice teachers to teach in diverse settings? How does experiential learning in an international context complicate preservice teachers' cultural knowledge? What are the pedagogical implications of increased cultural awareness among preservice teachers for classroom practice? How do international field experiences open preservice teachers to future opportunities to explore and work in culturally diverse communities? Participants and Setting: The current study presents a study of 49 preservice teachers from a Midwestern university enrolled in a short-term study abroad program to Honduras as part of an international field experience. During this field experience, students were placed in a local elementary or a secondary school, were enrolled in two required courses, visited rural and urban schools, and visited archeological sites. Research Design: The qualitative collective case study employed data that included questionnaires, interviews, focus interviews, course assignments, discussions, journal reflections, and researchers' observations and field notes. Analysis sought to triangulate findings from the multiple data sources for accuracy and reliability when reporting the findings. Conclusions/ Recommendations: Findings from the study demonstrated that experiential learning in an international setting is key to developing preservice teachers' cross-cultural awareness. Application of cross-cultural concepts during field experiences provided preservice teachers with theoretical understandings and practical applications for teaching culturally diverse students. Recommendations include international field placements for providing a unique and critical site for promoting cross-cultural awareness through experiential learning; more cross-cultural opportunities for preservice teachers that provoke questioning of conventional teaching and school knowledge; and international field experiences in diverse classrooms that promote preservice teachers' understanding of themselves and how to teach culturally and linguistically diverse students.   [More]  Descriptors: Foreign Countries, Case Studies, Mixed Methods Research, Cultural Pluralism

Hastedt, Dirk; Desa, Deana (2015). Linking Errors between Two Populations and Tests: A Case Study in International Surveys in Education, Practical Assessment, Research & Evaluation. This simulation study was prompted by the current increased interest in linking national studies to international large-scale assessments (ILSAs) such as IEA's TIMSS, IEA's PIRLS, and OECD's PISA. Linkage in this scenario is achieved by including items from the international assessments in the national assessments on the premise that the average achievement scores from the latter can be linked to the international metric. In addition to raising issues associated with different testing conditions, administrative procedures, and the like, this approach also poses psychometric challenges. This paper endeavors to shed some light on the effects that can be expected, the linkage errors in particular, by countries using this practice. The ILSA selected for this simulation study was IEA TIMSS 2011, and the three countries used as the national assessment cases were Botswana, Honduras, and Tunisia, all of which participated in TIMSS 2011. The items selected as items common to the simulated national tests and the international test came from the Grade 4 TIMSS 2011 mathematics items that IEA released into the public domain after completion of this assessment. The findings of the current study show that linkage errors seemed to achieve acceptable levels if 30 or more items were used for the linkage, although the errors were still significantly higher compared to the TIMSS' cutoffs. Comparison of the estimated country averages based on the simulated national surveys and the averages based on the international TIMSS assessment revealed only one instance across the three countries of the estimates approaching parity. Also, the percentages of students in these countries who actually reached the defined benchmarks on the TIMSS achievement scale differed significantly from the results based on TIMSS and the results for the simulated national assessments. As a conclusion, we advise against using groups of released items from international assessments in national assessments in order to link the results of the former to the latter.   [More]  Descriptors: Case Studies, Simulation, International Programs, Testing Programs

Di Gropello, Emanuela; Marshall, Jeffery H. (2011). Decentralization and Educational Performance: Evidence from the PROHECO Community School Program in Rural Honduras, Education Economics. We analyze the effectiveness of the Programa Hondureno de Educacion Comunitaria (PROHECO) community school program in rural Honduras. The data include standardized tests and extensive information on school, teacher, classroom and community features for 120 rural schools drawn from 15 states. Using academic achievement decompositions we find that PROHECO schools do a better job of maximizing teacher effort and involving parents in the school, both of which translate into higher levels of achievement. But these efficiency advantages are offset (to some degree) by lower levels of teacher experience, training, parental education, as well as a reliance on smaller class sizes. The results help extend the community school and school based management (SBM) literatures by identifying plausible mechanisms in the chain linking increased community involvement with better student outcomes, while also highlighting the importance of local capacity.   [More]  Descriptors: Foreign Countries, Rural Schools, Teaching Experience, Community Schools

Sekiya, Takeshi; Ashida, Akemi (2017). An Analysis of Primary School Dropout Patterns in Honduras, Journal of Latinos and Education. This study hypothesized that repeating a grade is one reason why Honduran primary students drop out of school but not the main reason. Using longitudinal data, we analyzed student enrollment patterns up until students left school. The results revealed that many students dropped out suddenly without having previously repeated a grade, although many dropouts had also repeated a grade at some point, and repeating a grade experience was not among the most frequently appearing dropout patterns in any of the completed grades. The findings indicated that low expectations of education and the need to enter the labor market were causes of immediate dropout.   [More]  Descriptors: Foreign Countries, Elementary Schools, Dropout Rate, Dropout Research

Burns, Mary; Montalvo, Marianne; Rhodes, Rebecca (2010). Lessons from the Global South, Learning & Leading with Technology. What can Mali, an impoverished, land-locked West African nation, teach educators about mobile technology? Little to nothing, one might think. Yet in Mali, as in much of sub-Saharan Africa, teachers and students are increasingly using mobile technologies for learning and teaching. While educators in the United States have debated whether, why, and how to use mobile technologies in class, many schools in the poorest countries in the world–the so-called developing world or Global South–have taken up the use of mobile technologies with gusto despite formidable obstacles. This article describes how schools in Mali, Honduras, Zambia, and Indonesia make the most of the technology they have.   [More]  Descriptors: Foreign Countries, Electronic Learning, Handheld Devices, Technology Uses in Education

Tremethick, Mary Jane; Smit, Eileen M. (2009). Preparing Culturally Competent Health Educators: The Development and Evaluation of a Cultural Immersion Service-Learning Program, International Electronic Journal of Health Education. The United States is becoming an increasingly diverse culture. To function in this diverse setting, health education students need opportunities to develop cultural competence. Cultural immersion service-learning courses are one way to meet this need. Using a combination of literature review and experiences with a cultural immersion service-learning course in Honduras, the authors explore important issues associated with the development of a cultural immersion service-learning course for health education students. Activities during he immersion as well as pre and post immersion activities and evaluation are discussed long with the challenges and rewards of working in a developing country.   [More]   [More]  Descriptors: Health Education, Foreign Countries, Rewards, Teacher Education

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