Bibliography: Honduras (page 03 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 Brian J. Gareau, Margaret A. Lara, Ana Quijano Calle, Yuxiang Wang, Thomas Harkins, Erika Mein, Felix Alvarado, Ash Hartwell, Sandra Hebert, and Michael J. McQuestion.

DeStefano, Joseph; Moore, Audrey-Marie Schuh; Balwanz, David; Hartwell, Ash (2006). Meeting EFA: How Do Complementary Models Meet the Education Needs of Underserved Populations in Developing Countries? Issues Brief, Academy for Educational Development. This issues brief describes how complementary education approaches that rely on community, nongovernmental, and ministry collaboration present a promising response to the challenge to the limitations of conventional primary schooling. The brief is based on nine case studies of successful complementary education programs in Afghanistan, Bangladesh, Egypt, Ghana, Guatemala, Honduras, Mali, and Zambia, demonstrating that such approaches can effectively reach and educate otherwise underserved populations in various geographical, political, and social contexts.   [More]  Descriptors: Foreign Countries, Nontraditional Education, Comparative Education, Nonformal Education

Jorgenson, Olaf (2001). A Transforming Process in Honduras: Implementing Service Learning with Privileged Children, Journal of School Leadership. Poverty-stricken Honduras offers unlimited service-learning opportunities. In one international school, service learning has become part of school culture. Innovative hospital and shelter projects have transformative potential for the school's aristocratic students, who are likely to become Honduras's future leaders and shape the country's future. Descriptors: Economically Disadvantaged, Educational Objectives, Foreign Countries, Middle Schools

Phillion, JoAnn; Malewski, Erik L.; Sharma, Suniti; Wang, Yuxiang (2009). Reimagining the Curriculum: Future Teachers and Study Abroad, Frontiers: The Interdisciplinary Journal of Study Abroad. Universities in the United States and elsewhere offer study abroad programs to meet requirements that graduates have cross-cultural competencies and an international perspective on their discipline. Study abroad courses and field experiences for preservice teachers address two major challenges specific to the teaching profession: (1) how to prepare White, middle class, female students enrolled in teacher education programs to work with the increasingly diverse populations of students they will teach in the future; and (2) how to develop global perspectives in preservice teachers. The authors conducted a study of the experiences of preservice teachers on a three-week summer study abroad program in Honduras in order to examine how differences in understanding ethnicity, race, class, and gender affect the process of teaching and learning in diverse settings. This article provides an overview of this study abroad program, the qualitative methodology of the research study, an analysis of students' perceptions and perspectives, and a discussion developing preservice teachers' global multicultural competencies through international cross-cultural interactions. The authors' research indicates that the lived experience of studying abroad provides preservice teachers the intellectual and critical starting point for multicultural awareness of the educational, social, and political relationships between their lives and other cultures.   [More]   [More]  Descriptors: Foreign Countries, Study Abroad, Preservice Teacher Education, Preservice Teachers

Johnston, Robert C. (2005). Master Plan, Education Week. During a volunteer stint on a hydroelectric-power project in the mountains of Honduras in 1996, William DeJong began "the walk." As the president of DeJong Inc., one of the top school facility planners in the United States, he wanted to study the conditions of schools in the rugged Central American countryside far from his home in Dublin, Ohio. Walking along dirt roads deeply creased by heavy rains and little upkeep, DeJong arrived at the primary school in the village of Canchias. Compared with the sprawling, modern schools he helps plan in the United States, this was a sad relic: a one-room adobe building with a sagging tile roof and a single window. The decrepit building that DeJong spotted in Honduras has led him to blueprint for better facilities. In this article, the author discusses the school-facility master plan for Honduran school facilities that included structural guidelines and an inventory of facility needs that could be linked to the nation's goals of increasing enrollment and raising academic standards. The plan contains suggested dimensions for classrooms, schematics for community centers, libraries, and offices that are shaping school-design decisions in Honduras.   [More]  Descriptors: Foreign Countries, Latin Americans, Educational Facilities, Academic Standards

Henderson, Nancy (2009). 4 Wheel City, Exceptional Parent. Namel Norris and Ricardo Velasquez are two young men who had never met, yet they shared much in common. Both sustained spinal cord injuries and were in wheelchairs. Both felt shunned by the people they used to hang out with. Before his accident, Norris had been an avid basketball player and member of a rap group trying to make it in the music industry. Velasquez was a budding music producer who had emigrated with his family from Honduras three years before his shooting. The two men struck up a conversation about the hiphop business and realized they shared similar goals. In the coming months, they launched 4 Wheel Records, with Norris as solo artist and Velasquez as producer, and completed two albums. In 2006–the same year Norris earned his bachelor's degree in business management from Lehman College–the two men officially launched 4 Wheel City, a broader, non-profit movement to "inspire, educate, advocate, and entertain." The two men hope to eventually tour the globe and reach out to people with disabilities in other countries. They want to be recognized for their art, not just their wheelchairs. Their main goal is just to try and inspire people to live life to the fullest.   [More]  Descriptors: Accidents, Music, Disabilities, Foreign Countries

McQuestion, Michael J.; Calle, Ana Quijano; Drasbek, Christopher; Harkins, Thomas; Sagastume, Lourdes J. (2010). Social Integration and Health Behavioral Change in San Luis, Honduras, Health Education & Behavior. This study explores the effects of social integration on behavioral change in the course of an intensive, community-based public health intervention. The intervention trained volunteers and mobilized local organizations to promote 16 key family health practices in rural San Luis, Honduras, during 2004 to 2006. A mixed methods approach is used. Standard household sample surveys were performed in 22 villages before and after the intervention. Eight villages were then resurveyed. A household survey, focus groups, and key informant interviews measured health behaviors and several social structural and psychosocial variables. The villages were then ranked on their mean behavioral and social integration scores. The quantitative and qualitative rankings were in close agreement (Kendall's coefficient of concordance = 0.707, p less than 0.001). Behaviors changed most markedly in the villages where respondents participated in local organizations, observed that others performed those behaviors, and depended on their neighbors for support. The results show that social integration conditions health behavioral change. Health interventions can be made more effective by analyzing these features a priori.   [More]  Descriptors: Intervention, Social Integration, Focus Groups, Public Health

Alvarado, Felix (2010). AED and Education in Contexts of Fragility: Providing Support to Education over the Long Haul, Academy for Educational Development. The purpose of this document is to describe AED's extensive experience in six countries that have undergone periods of violent conflict or natural disaster followed by extended and complex periods of increasing resilience, and if possible extract lessons learned from it. The focus is on what we have learned about effectively and sustainably restoring education in a context of development. This paper is timely for two reasons. First, the number of low-income countries experiencing crises, especially war, continues to escalate (Collier 2009). Second, there is a growing consensus among countries and donors that restoring education systems should begin as soon as the security of teachers and students can be assured and not wait until the termination of relief efforts. Education should be part of the solution from the beginning of the rebuilding process. It is hoped that this paper will facilitate that work in the future. This paper begins by reviewing AED's work over the last two decades in six countries on two continents (El Salvador,Guatemala, Honduras, and Nicaragua in Latin America, and Ethiopia and Namibia in sub-Saharan Africa), considering their history and education sector as they move from fragility and attempt to consolidate education reform. This section seeks to extract lessons concerning the actual relationship between the education sector and fragility or resilience and what this has meant for AED's role promoting change in the education sector through its interactions with governments and donors. A second section takes the findings and underlines the interaction between donor, recipient, and implementer. A final section suggests paths for conceptual and operational development to better integrate assistance in crises with assistance for development in the education sector, and considers how this may be related to the degree of fragility or resilience, and how this may be further examined.   [More]  Descriptors: Educational Change, Foreign Countries, Donors, Low Income

Murphy-Graham, Erin (2007). Promoting Participation in Public Life through Secondary Education: Evidence from Honduras, Prospects: Quarterly Review of Comparative Education. This article is not about local governance of education "per se," but rather whether education can be used as a tool to foster citizen participation, particularly that of women. It examines how education might empower women, who are often excluded from local, regional and national governance, to participate in public life. It draws on data from a qualitative study conducted in Honduras on how the innovative Latin American secondary education programme, "Sistema de Aprendizaje Tutorial" (SAT), promotes women's empowerment. In this article, the author first describes the SAT programme and the methodology used in this study. She then argues that SAT teaches students how to think critically and imagine a future that is better than the present. SAT also seems to foster in students a variety of personal virtues or values, such as respect for self and others. SAT students are able to practice democratic deliberation in the classroom, and some respondents reported that because of this they gained the self-confidence needed to participate in public spaces outside the classroom. In addition to these positive findings, there are tensions and challenges. The first is that there is little data on the overall academic quality of the SAT programme in both Colombia and Honduras. Literacy and numeracy skills, as well as critical and independent thinking are prerequisites of meaningful civic participation, and yet people know very little about the programme's performance in these areas. Furthermore, not all women seem to have benefited equally from the programme, particularly those who participated for 2 years or less. Finally, women's participation in community groups was often small-scale and not connected to other social institutions. She concludes by highlighting the implications of these findings for academics, policy-makers, and practitioners interested in how to foster citizen participation through education.   [More]  Descriptors: Foreign Countries, Latin Americans, Females, Secondary Education

Lara, Margaret A. (2012). Representacion E Identidad: Content Analysis of Latina Biographies for Primary and Preadolescent Children Published 1955-2010, ProQuest LLC. This study discusses the results of a content analysis of 75 Latina biographies for primary and pre-adolescent students that were published over a 16-year period, spanning from 1995 to 2010. Significant to this study was how Latinas were represented in the biographies and what changes can be seen over time. Using a rubric based on research by Rocha & Dowd (1993), Ramirez & Dowd (1997), and Naidoo (2006), the corpus was analyzed for" demographics," "analysis of character traits," "narrative analysis," "analysis of media," and "language." There were 33 different Latinas represented in the 75 biographies analyzed from the 16-year period. Moreover, the group of Latinas represents only eight countries (Chile, Columbia, Cuba, Ecuador, Honduras, Mexico, Puerto Rico and Venezuela) with the majority of the women coming from Mexico and Cuba. In addition to these findings regarding country of origin, the frequencies of the major occupational roles of the Latinas is documented, as well as an analysis of character traits that are used to describe the women. Employing the terms of "la facultad" (knowing through experience and intuition), "sobrevivir" (to survive and beyond), "convivir" (to learn together in community), and "narrar" (narrative storytelling) from Delgado Bernal, Elenes, Godinez and Villenas (2006), the researcher was able to uncover patterns of the knowledge and strength that these women draw from. Analysis of media included examining the photographs of the Latinas featured in the biographies for young children. The study also examined the language (bilingual/code-switching) used in the Latina biographies and examples of the need for diversity in the publications. In addition to providing a reliable evaluative tool for selecting biographies about Latinas, the analysis indicated that fair representation of Latinas in the images is not always "fair" and that the featured characters should be shown in a more appropriate manner for young children. This study found that the current number of available biographies about Latinas was relatively small; content analysis showed that the occupational roles represented did not reflect the contributions of past or current strides made by Latinas within various educational, professional and political fields. [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: Content Analysis, Biographies, Females, Elementary School Students

Gregorcic, Marta (2009). Cultural Capital and Innovative Pedagogy: A Case Study among Indigenous Communities in Mexico and Honduras, Innovations in Education and Teaching International. This article introduces case studies of innovative approaches to pedagogy among indigenous Mayan communities in Chiapas (Mexico) and Lencan communities in Intibuca (Honduras). Innovative approaches to researching alternative theories and practices of pedagogy are used by the author to develop an epistemology of critical pedagogy and its potential contribution to the creation of a dignified society. From the humanistic point of view these experiments in pedagogy are invaluable practices of cultural capital that resonate in a broader social and political environment. Cultural capital represents the power for social integration and cohesion beyond capitalism, produces new social relations, and contributes to the creation of an egalitarian society with greater social welfare. Pedagogy plays a fundamental role in this social production because it leads to social change. The author indicates the possibilities of an education that runs counter to the currently prevailing model of education in wealthy states as well as opening new reflections and challenges for contemporary pedagogy.   [More]  Descriptors: Critical Theory, Social Integration, Social Change, Foreign Countries

Murphy-Graham, Erin (2008). Opening the Black Box: Women's Empowerment and Innovative Secondary Education in Honduras, Gender and Education. This article aims to clarify the relationship between education and women's empowerment. Drawing from qualitative data collected in a study of four Garifuna villages on the north coast of Honduras, it argues that education can trigger the empowerment process if it expands women's knowledge and understanding, self-confidence and awareness of gender equity. However, not all education programs will do this. The program studied, "Sistema de Aprendizaje Tutorial," has several unique features that appear to foster the empowerment process and are not traditionally present in Latin American secondary schools. We must carefully consider the content and pedagogy of educational programs that attempt to promote women's empowerment, rather than assuming that education and empowerment automatically go hand-in-hand.   [More]  Descriptors: Empowerment, Females, Foreign Countries, Sex Fairness

Baker, Daniel (2006). Ecological Development through Service-Learning, Journal of Higher Education Outreach and Engagement. This article describes a successful model used in international service-learning projects that integrates economic development and ecological improvement. The principles of the model are discussed, including commitments to maintain partnerships over time, emphasize the transfer of knowledge from one generation of students to the next, start small, build a history of success, and gain community trust. The application of this model to an evolving series of service-learning projects in Honduras is discussed. The article concludes with a discussion of some of the challenges and management strategies useful in implementing the model.   [More]  Descriptors: Service Learning, Economic Development, Ecology, Conservation (Environment)

Steward, Frances Ann; Hebert, Sandra; Cheek, Earl H., Jr. (2007). The Impact of Collaboration in Interactive Reading Settings, Forum on Public Policy Online. The purposes of this study are to discuss the visionary instructional planning through the social process as school wide faculty collaboration and prepare teachers through their identity connections of graduate reading application. The discussion exemplifies four collaborative instructional teams from Honduras Elementary School, Houma, Louisiana, U.S.A. then practitioners' assignments from the Western Illinois University Moline, Illinois USA reading course, "Teaching Reading in the Elementary School." In the graduate reading course, "Teaching Reading in the Elementary School," students participated in required projects, reading assignments, and interactive settings to link to concepts. Several individual and group requirements provided opportunities for personal, academic, and experiential interaction: (1) Reflective written responses, (2) Functional reading creativity, (3) Autobiographical text, and (4) Strategic teaching. The functional reading connections were analyzed quantitatively with nominal and numeric data in grouped frequency polygons.   [More]  Descriptors: Teacher Collaboration, Cooperative Planning, Professional Identity, Teamwork

Gareau, Brian J. (2007). Ecological Values amid Local Interests: Natural Resource Conservation, Social Differentiation, and Human Survival in Honduras, Rural Sociology. Local peoples living in protected areas often have a different understanding about their natural space than do non-local groups that promote and declare such areas "protected." By designing protected areas without local involvement, or understandings of local social differentiation and power, natural resources management schemes will likely be unsuccessful. Protected area Cerro Guanacaure in southern Honduras has been subject to many development projects, most of which have failed, and the local inhabitants observe that degradation of natural resources continues. However, this case study shows that this does not mean locals view natural resources simply in an individualistic, utilitarian way. They also see their surroundings in an ecological way, and a sociocultural way. This assessment is based upon in-depth interviews with local leaders and 208 fixed format interviews of park inhabitants in Cerro Guanacaure.   [More]  Descriptors: Environmental Education, Foreign Countries, Natural Resources, Conservation (Environment)

Bartlett, Lesley; Lopez, Dina; Mein, Erika; Valdiviezo, Laura A. (2011). Adolescent Literacies in Latin America and the Caribbean, Review of Research in Education. In 2000, approximately 36 million youth and adults living in Latin America and the Caribbean were reported to be unable to read or write basic texts. Of these, 20 million were women. According to official statistics, some countries in Central America (Guatemala, Nicaragua, El Salvador, and Honduras) have a youth and adult literacy rate of 80% or lower. The Caribbean countries currently have literacy rates between 80% and 90%, except for Haiti, which has an estimated rate of 50% (UNESCO-OREALC, 2004a, p. 39, as reported in Umayahara, 2005, p. 42). Yet what do these official statistics mean? To what language do they refer? What social inequalities are reflected but not illuminated by such statistics? And how are youth, specifically, using reading and writing in creative ways not captured by these official measures? In this article, the authors review official statistics and examine literacy policy and programming for youth across Latin America and the Caribbean. They contrast these official discourses on youth and literacy and programs or policies for youth literacy with empirical studies of adolescent literacy practices–noting a discrepancy that goes beyond being a discursive problem, one that reveals persisting forms of social exclusion and marginalization.   [More]  Descriptors: Foreign Countries, Social Isolation, Adult Literacy, Statistical Data

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