Bibliography: Honduras (page 02 of 15)

This annotated bibliography is curated specifically for the Hondureinas website.  Some of the authors featured on this page include Hannah L. Sasser, Jennifer Rogers, James R. McKenna, Erik Malewski, Emanuela Di Gropello, Deana Desa, Lisa Whittle, Reiko Akiyama, Mary Goodwin, and Peter C. Mather.

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

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

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

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

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

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

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

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

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

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

Famadas, Francisco (2016). "His Last Command, Our First Concern"รขÑ¢: An Evaluation on Haggai Institute's Training at the National Level in Fostering Evangelistic Engagement, ProQuest LLC. The doctoral project developed a self-assessment tool that was provided to individuals who have participated in seminars conducted in their countries to ascertain their evaluation of the impact of Haggai Institute's training vis-a-vis increased evangelistic engagement. Data was gathered from alumni from the following countries: Brazil, Colombia, Guatemala, Honduras, India, Indonesia, Malaysia, Mexico, Nigeria, Puerto Rico and South Africa. The project provides a useful instrument to measure the impact of a ministry's training on evangelism is doing. Chapter 1 develops the author's context of ministry, hypothesis, scope of the problem and theological foundations while establishing the need for measuring the curriculum's impact. Chapter 2 provides a literature review of the issue of Christianity around the world including a brief history of its development over the last century. It further discusses a brief history of Dr. Haggai's background and provides information as to the reasons and logic behind Haggai Institute as a ministry. Chapter 3 defines the scope of the project, the hypotheses it seeks to answer, and discusses the methodology used for the research. The chapter includes the discussion of the selection of participants and the initial summary of the participants' profiles. Chapter 4 presents the results of the accumulated data and the analysis of the data. The project's hypotheses are either supported or rejected. Chapter 5 presents the author's observations, conclusions and recommendations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: Foreign Countries, Self Evaluation (Individuals), Seminars, Christianity

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

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

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

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

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