Bibliography: Honduras (page 04 of 15)

This annotated bibliography is curated specifically for the Hondureinas website.  Some of the authors featured on this page include Megan A. Goddard, Nancy Henderson, Marco Tulio Mejia R, David Balwanz, Erik L. Malewski, Elena A. Mikhailova, John Trokan, Joseph DeStefano, Aurelio Curbelo Ruiz, and Christopher J. Post.

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

Curbelo Ruiz, Aurelio (2013). The Perspectives of University Administrators towards International Leadership, Study Abroad Programs, and Cooperative Agreements in Central American Public and Private Universities, ProQuest LLC. As the world becomes globalized by the influence of science and technology, academic institutions in Central America must provide international academic and research opportunities that are conductive to multicultural learning for students, faculty, and staff. Public and private universities in Central America are attempting to increase awareness about their international leadership, study abroad programs, and cooperative agreements to compete in the global market of higher education. As a result, undergraduate students in the region are currently participating in global experiential learning programs under the guidance of faculty mentors. Students experience unique teaching methods, conduct scientific research projects, practice a different language, and enhance their understanding about other cultures. The purpose of this research study was to develop a profile of university administrators in Central America based on professional and personal characteristics, perceptions, and experiences working with international programs. A second purpose was to describe the diversity of international leadership, study abroad programs, and cooperative agreements available for undergraduate students in Central American. Specifically, this research explores the academic background of university administrators and their leadership role establishing study abroad programs and cooperative agreements with academic institutions worldwide. A descriptive electronic survey method was used in this research study to collect data from a group of executive university administrators working with international programs in Central America during 2011. The administrators could choose the English or Spanish language versions of the survey. From a total of 885 administrators contacted, 32% of the executive administrators completed and submitted the electronic survey. The study comprised a group of university administrators working in the countries of Belize, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, and Panama. Results of this study indicate that executive administrators have graduate degrees, academic experience, and language abilities to establish exceptional study abroad programs and cooperative agreements with institutions worldwide. Based on the results of this study, the most common forms of study abroad programs established by administrators were designed to provide students with academic experiences, internship opportunities, research experiences, and foreign language skills. Furthermore, executive administrators helped in establishing international cooperative agreements to improve the quality of education in science and technology programs. They also signed unique agreements to provide undergraduate students with academic scholarships. Overall, the executive administrators emphasized their interest in establishing modern study abroad programs with universities in the United States and in expanding the number of cooperative agreements with European countries. This research study serves as a resource for universities worldwide because it provides information about the diversity of international academic initiatives and professional leadership available at Latin American universities. [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: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: College Administration, Administrator Attitudes, Study Abroad, Leadership Role

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: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Content Analysis, Biographies, Females, Elementary School Students

Online Submission (2009). Making Aid More Effective by 2010: 2008 Survey on Monitoring the Paris Declaration Indicators in Selected FTI Countries. This report presents the results of a pilot survey on aid effectiveness indicators in the education sector carried out by the Education for All–Fast Track Initiative (EFA-FTI) Secretariat. The covers 10 FTI-endorsed countries: Burkina Faso, Cambodia, Ethiopia, Ghana, Honduras, Madagascar, Mauritania, Mozambique, Nicaragua, and Rwanda. All selected countries took part in the 2008 OECD-DAC [Development Assistance Committee of the Organisation for Economic Co-operation and Development] survey. The survey confirms the positive impact of the FTI process on strategy and policy in countries with an FTI-endorsed education sector plan. It also shows that stronger efforts are needed on the part of donors and FTI partner countries to achieve the Paris targets set for 2010. To assist in this process, this FTI report measures the progress 10 countries have made toward increasing aid effectiveness. It presents the qualitative and quantitative outcomes of the country-level assessments and, based on those assessments, is seeking to make available a range of country practices for review and further development. More information on the EFA-FTI and aid effectiveness can be found at: www.education-fast-track.org/. Six appendices are included: (1) List of Coordinating Agencies; (2) Methodology used to Assess Ind. 1; (3) Determination of Baseline Ratios for Ind. 4, 5a, 5b, 9, 10a, and 10b; (4) Government Questionnaire; (5) Donor Questionnaire; and (6) Questionnaire for Joint Qualitative Assessment. A list of 92 references and other resources is provided. (Contains 85 tables and 2 figures.) [This publication was prepared by the FTI Secretariat of the World Bank.]   [More]  Descriptors: Foreign Countries, Developing Nations, Access to Education, Educational Development

DeStefano, Joseph; Moore, Audrey-Marie Schuh; Balwanz, David; Hartwell, Ash (2007). Meeting EFA: Reaching the Underserved through Complementary Models of Effective Schooling. Working Paper, Academy for Educational Development. In 2004, the United States Agency for International Development (USAID)-funded Educational Quality Improvement Program 2 (EQUIP2) began investigating community-based schools as a mechanism for reaching the underserved populations. The team identified nine models that successfully organized schooling in regions least served by the formal education system. These complementary education approaches rely on community, non-governmental, and ministry collaboration and present a promising response to the challenge of meeting the EFA goals of universal access, completion, and learning. Complementary Education models work in support of the formal public system, offering students an alternative route to achieving the same educational outcomes as students in the government schools. The programs are designed to feed students into the government system at various entry points and are large enough to exhibit many of the same characteristics as mainstream schools. Over time, the models have increased rates of attendance, completion, and learning among the populations they serve. This EQUIP2 working paper synthesizes the findings from the nine case studies of successful complementary education programs in Afghanistan, Bangladesh, Egypt, Ghana, Guatemala, Honduras, Mali, and Zambia. The research demonstrated that the programs are more cost-effective than government schools in delivering education services and that they achieve higher learning outcomes through adjustments in school size and location, curriculum and language of instruction, school management and governance arrangements, and teaching staff and instructional support services.   [More]  Descriptors: Foreign Countries, School Effectiveness, Nontraditional Education, Nonformal Education

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

Herdoiza-Estevez, Magdalena (2002). One Day in Guajiquiro, Childhood Education. Explores the meaning of going to school in Guajiquiro, a deprived rural area in Honduras. Detailed descriptions of daily experiences at an elementary and a middle school spell out the range of investments needed to improve and sustain educational opportunities for Honduran children. Highlights the importance of shared ownership and community-based strategies. Descriptors: Access to Education, Change Strategies, Developing Nations, Educational Development

DeJong, William S. (1999). Schools for the World's Poor: Honduras, Educational Facility Planner. Presents the author's observations in Honduras, their need for better educational facilities, and the involvement of the Council of Educational Facility Planners, International's efforts in building a new school in one rural village. Each phase from planning to dedication is discussed. Concluding comments address the future of continued facility development in Honduras and how one can help in the effort. Descriptors: Economically Disadvantaged, Educational Facilities Planning, Foreign Countries, Rural Schools

Foley, Amy Greenwald (2013). The Role of International School Counselors in U.S. College Recruitment Strategy, ProQuest LLC. The University of Delaware has embraced a global admissions initiative with minimal experience in international endeavors and a limited budget for international recruitment. This EPP serves as exploratory research for improving our understanding of the international student market in Latin America and working more effectively with international school counselors in international recruitment. To obtain qualitative research data, I conducted Skype interviews with 23 international school counselors from the countries of Brazil, Chile, Colombia, Costa Rica, Ecuador, Honduras, Mexico, Nicaragua, Panama, Peru, and Venezuela. The following questions guided the research: How do students make decisions on which U.S. institutions to apply and enroll? What is the role of international school counselors in the students' college decision process? How can U.S. colleges and universities best communicate with students and international school counselors in Latin America? The intent of this study is not to provide a blueprint for recruiting internationally, nor to design a systematic plan for branding the University of Delaware in non-U.S. markets. Rather, my research was exploratory in nature, serving to ferret out those ideas and findings that warrant further exploration and testing. My findings suggest that international school counselors may play an active role in their students' decisions upon which colleges to apply and enroll. In addition, the perception of an institution's brand is one factor in the students' college decisions. Location, in particular, appears to be a major factor in a student's college decision with Northeastern cities and certain states such as California, Florida, Massachusetts, and Texas being particularly popular among Latin American students. In addition, word of mouth among students and families, as well as personal communication and in-person visits play a key role in the college decisions among international students in Latin America, not unlike domestic students in the U.S.). Yet there appears to be no magic set of characteristics that constitute an ideal U.S. brand for international students in Latin America. My findings also suggest that the University of Delaware (UD) does not have strong brand recognition in Latin America and that much work needs to be done. International school counselors welcomed the opportunity to share their insights and stressed the importance of developing relationships with their professional counterparts – admissions representatives at colleges and universities in the U.S. International school counselors need to be educated about the university so that they may communicate our strengths to students for whom we would be a good match. Recommendations include continued recruitment travel to visit international students, schools, and school counselors throughout Latin America, as well as additional communication with students and their counselors via email and Skype. Recommendations also include revisions of marketing materials, including print and online resources, to strengthen our institutional brand among international markets. [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: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: International Schools, School Counselors, Counselor Role, College Admission

Curriculum Review (2005). Going Bananas over The Rainforest. With a market of nearly $5 billion a year, the banana is the world's most popular fruit, and the most important food crop after rice, wheat, and maize. Banana businesses are economic pillars in many tropical countries, providing millions of jobs for rural residents.  But, for much of its history, the banana industry was notorious for destructive farming practices. In 1991 the Rainforest Alliance, along with partner groups and other stakeholders, established the first standards for responsible banana production. Today, more than 15 percent of all the bananas in international trade come from Rainforest Alliance Certified farms. The nonprofit Rainforest Alliance recently added a comprehensive grade 7-8 curriculum to its K-6 offerings. The new lesson plans focus on responsible banana production from certified farms. Courtesy of the alliance, this article presents fun and informative activities for the curriculum that tie into a case study on growing bananas in Honduras. Descriptors: Foreign Countries, Class Activities, Environmental Education, Conservation (Environment)

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

Post, Christopher J.; Goddard, Megan A.; Mikhailova, Elena A.; Hall, Steven T. (2006). Advanced GIS Exercise: Predicting Rainfall Erosivity Index Using Regression Analysis, Journal of Natural Resources and Life Sciences Education. Graduate students from a variety of agricultural and natural resource fields are incorporating geographic information systems (GIS) analysis into their graduate research, creating a need for teaching methodologies that help students understand advanced GIS topics for use in their own research. Graduate-level GIS exercises help students understand advanced concepts that they can later apply to their research. We have developed a laboratory exercise based on a published journal article, "Predicting Rainfall Erosivity in Honduras," that introduces the concept of applying regression analysis to raster GIS. The objective of this laboratory exercise was to have students learn how standard statistical methods, in this case regression analysis, can be applied to spatial datasets to produce a GIS-based map of predicted results. By using a journal article as the framework for this exercise, students were able to both understand the analysis method and also compare their results to the published map. Students stated that this lab helped them to understand how to apply regression analysis techniques using raster analysis tools in a GIS environment.   [More]  Descriptors: Climate, Natural Resources, Laboratory Equipment, Graduate Students

Marshall, Jeffery H.; Mejia R., Marco Tulio; Aguilar, Claudia R. (2008). Quality and Efficiency in a Complementary Middle School Program: The "Educatodos" Experience in Honduras, Comparative Education Review. In this article, the authors use recently collected data from the "Educatodos" program in Honduras to analyze attrition, an outcome that has received little attention in previous analyses of alternative school effectiveness. "Educatodos" began in the 1990s with radio courses in primary grades mainly for rural adults. Through the years the program has generated more than 350,000 person-years of education. Since 2001 it has also provided middle schooling through audiotape lessons delivered in local learning centers, and its rural focus on adults has given way to a more diverse profile that includes recent graduates of public primary schools. "Educatodos" is a good example of a complementary provider of education, although it does rely on a different teaching technology compared with the average public middle school. The central challenge facing the program is clear, however: to keep costs low enough to encourage participation among the poorest sectors of society and quality high enough to maintain enrollments. The steady growth in learning centers offering these grades suggests that the program is meeting this dual challenge. The overall impact of this expansion, however, has been tempered by evidence of high rates of attrition. It would be easy to attribute attrition in a program such as "Educatodos" to contextual forces related to poverty, but their data show that completion rates are not uniformly low in the program, even among the poorest participants. This suggests that specific features of program implementation affect continuation, a proposition that makes intuitive sense but is based on little empirical evidence in developing-country settings.   [More]  Descriptors: Nontraditional Education, School Activities, Middle Schools, Program Effectiveness

Trokan, John (2005). Incarnational Immersion-Based Learning in Cultural Contexts: A Charity Model, Catholic Education: A Journal of Inquiry and Practice. The Religious Pastoral Studies and Behavioral Sciences Departments of a Midwestern college have collaborated in offering academic courses in theology and anthropology that include service immersion experiences with people of diverse cultures in South Dakota, North Carolina, New Mexico, Kentucky, and Honduras. This paper explores the incarnational dimension of immersion experiences between native peoples and college students. Using a contextual theology model, students and faculty from various social science and religious studies disciplines reflect with native people on the historical and contemporary elements of their culture and spirituality. This paper discusses the historical development of the immersion courses, methodology, curriculum design, student learning objectives and outcomes, incarnational value formation in Sisters of Charity charisms, and future directions.   [More]  Descriptors: Service Learning, Philosophy, Curriculum Design, Anthropology

Guio, Ana Florez; Chesterfield, Ray; Siri, Carmen (2006). The CERCA School Report Card: Communities Creating Education Quality. Implementation Manual, Academy for Educational Development. This manual provides a step-by-step methodology for promoting community participation in improving learning in local schools. The Civic Engagement for Education Reform in Central America (CERCA) School Report Card (SRC) approach empowers local school communities to gather information on the quality and conditions of teaching and learning in their schools. They can use this information to guide decisions about appropriate community-level actions to improve educational service delivery. To create a SRC, teachers, parents, and students work together entirely within local communities to collect, analyze, and act upon the information they collect about their schools. Community participation is voluntary. No external incentives are offered to communities other than limited technical assistance in organizing SRC activities. The SRC was piloted in 42 communities in the Dominican Republic, El Salvador, Guatemala, Honduras, and Nicaragua, with the following results: (1) There was increased community-member involvement in the allocation of local resources to improving educational quality; (2) Students, teachers, and community members learned how to document, analyze, and report information on conditions of teaching and learning in their schools; (3) Adults and students were mobilized to work together on school improvement plans that have specific, measurable results; and (4) Tangible outcomes of improved educational quality were observed in local communities.   [More]  Descriptors: Community Involvement, School Community Relationship, Educational Quality, Educational Improvement

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