Bibliography: Honduras (page 05 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 Norman Ashcraft, Ingrid Scales, Courtney Johnson, John W. Schelhas, Inc. World Neighbors, Max J. Pfeffer, M. A. Zuniga, Hee Jin Bang, Ana Florez Guio, and Jeffery H. Marshall.

World Neighbors, Inc., Oklahoma City, OK. (2001). Latin America Curriculum. World Neighbors in the Classroom. This collection of lessons about the geography, languages, and social issues of several Latin American countries is intended for use with students in grades 6-12. The collection contains five lesson plans: (1) "Cold in the Tropics?" (Marilyn Kesler); (2) "Going beyond the Map: Comparing Geographic Characteristics and Related Social Issues in Haiti, Bolivia, and Honduras" (Dolores Wilkes Wiloughby); (3) "Atakachau, Hola, Bon Jour, Hello! Languages of Latin America" (Patricia M. Anduss) (includes Handout 1: Language Comparison Chart; Handout 2: Language in Latin America; and Handout 3: Language Regions of Latin America); (4) "My World, Your World: Understanding Basic Economic Activities" (Bob Ehrle) (includes Handout 1: Map of World; Handout 2: My World Your World Chart; and Handout 3: Questions for Graphs); and (5) "The Effects of Hurricane Mitch in Honduras" (Glenda Sullivan). Four maps are attached. Each lesson in the collection identifies appropriate disciplines; provides an introduction or purpose/rationale; suggests time allotment; cites resources needed; gives detailed classroom procedures for the teacher, including assessment activities and extension and enrichment activities; and offers a teacher resource list.   [More]  Descriptors: Curriculum Enrichment, Developing Nations, Economics, Foreign Countries

Florez Guio, Ana; Chesterfield, Ray; Siri, Carmen (2006). The CERCA School Report Card: Communities Creating Education Quality. Final Report, Academy for Educational Development. The CERCA (Civic Engagement for Education Reform in Central America) school report card (SRC) model was developed with schools in the Dominican Republic, El Salvador, Guatemala, Honduras, and Nicaragua in 2004 and 2005. This document summarizes the major findings, successful procedures, and implications of the experience for the region. The SRC model is a participatory approach by which the local education community–parents, teachers, students, and community leaders–jointly analyze the status of their schools and define school improvement and monitoring plans, with a focus on classroom quality. The education community collects and analyzes information about their schools using simple indicators and self-assessment tools. The SRC promotes a sense of shared responsibility through a non-confrontational but effective accountability approach. The SRC was developed through the Civic Engagement for Education Reform in Central America (CERCA) project, a regional activity funded by the U. S. Agency for International Development (USAID) and implemented by the Academy for Educational Development (AED). CERCA develops opportunities for parents and local communities to engage actively in supporting school quality. Major findings include: (1) The CERCA SRC successfully mobilizes communities; (2) The SRC successfully addresses educational quality issues, based on the communities' own realities and contexts; (3) The SRC generates results within a short timeframe, and communities want to sustain the model in the long term; (4) The SRC successfully builds local capacity to design and monitor actions that address issues tackled by school management plans; (5) Parents especially value the SRC as a new way to participate in their children's education; (6) The SRC process is cost-effective, in comparison to other programs; (7) Expansion of the SRC will require active ownership and support from ministries of education; and (8) Periodic follow-up with schools that participate in the SRC is important for sustainability and analysis. A bibliography is included. Annexed are: (1) List of Participating CERCA SRC Schools; (2) Guide for Information Collection; and (3) Frequently Asked Questions. (Contains 6 tables, 1 figure and 1 footnote.) [For related report, "The CERCA School Report Card: Communities Creating Education Quality. Implementation Manual," see ED520080.]   [More]  Descriptors: Educational Quality, Foreign Countries, Educational Change, Community Leaders

Pfeffer, Max J.; Schelhas, John W.; Day, Leyla Ann (2001). Forest Conservation, Value Conflict, and Interest Formation in a Honduran National Park, Rural Sociology. We argue that attempts to superimpose park regulatory regimes on existing land uses in the tropics represent conflicts between alternative cultural models of natural resource management. The results of such conflicts are unique regulatory regimes emerging from distinctive processes that redefine the terms and limits of natural resource use. In creating a scarcity of available resources, parks encourage social differentiation and greater awareness of societal patterns of inequality, establishing a potential for the articulation of demands for social and environmental equity. We evaluate these claims with a case study of the Cerro Azul Meambar National Park in Honduras. We base our analysis on 54 indepth interviews of Park residents in five Park communities.   [More]  Descriptors: Foreign Countries, Natural Resources, Parks, Conflict

Lewis, Karla (2000). Colonial Education: A History of Education in Belize. This paper discusses the education in Belize (formerly known as British Honduras) during the colonial era and the lasting impact of the educational foundation of the country. The paper examines the influence the British colonial educational system continues to have in Belize, 20 years after independence. It gives an overview of the history of primary and secondary education in Belize. Although education existed in Belize well before the arrival of the British colonizers and developed among various cultures during colonization, these are not highlighted in the paper because of the limited impact they had on Belize in general once school attendance became compulsory. Contains 92 references.   [More]  Descriptors: Colonialism, Compulsory Education, Cultural Context, Developing Nations

Alvarado, Felix (2006). Teachers: Powerful Innovators–Generating Classroom Based Education Reform. GEC Working Paper Series. Number 4, Academy for Educational Development. The countries of Central America have made great educational strides in recent years. More children are now attending school and more finish primary school; however, there is still a long way to go. We still need to ensure that the children who go to school learn effectively and can use their education to develop useful life and work skills. This document sets out to recognize and commend the many ways in which teachers innovate inside and outside the classroom, as well as to identify the ways in which institutions, programs and projects can more effectively foster innovation. While this paper focuses on experiences in Central America, the findings have worldwide applicability and it is the authors' hope that the information will be shared across regions, countries, and communities to support and improve teacher innovation. The case studies used in this publication are based on Academy for Educational Development (AED) projects in El Salvador, Honduras, Guatemala, Nicaragua, Peru and the Dominican Republic. In particular, the authors have relied on the help of many colleagues and leaders in these countries who are committed to improving educational quality, who have referred them to examples of teacher innovation and in many cases have written down the stories. This paper is divided into four sections. The first section explores the importance of teachers as the linchpin to effective learning in the classroom, the significance of innovation in that role and some of the assumptions that get in the way of seeing the teacher as an innovator. The second section illustrates, by using examples from teaching practice in the different countries, the wealth of innovative practices that teachers have discovered. The third section proposes a model for nurturing innovation based on teacher empowerment, teacher formation and institutional development. Examples of interventions that have been effective in strengthening teacher innovation are used to illustrate this model. Finally, the authors present a working framework of principles and components for a strategy to foster teacher innovation, taking into account the capacities and responsibilities of different actors in the education sector. Appended are: (1) Description of Projects and Initiatives; (2) Additional Resources; and (3) Bibliography. (Contains 1 footnote.) [This paper was written with Diane La Voy.]   [More]  Descriptors: Educational Quality, Educational Innovation, Teaching Methods, Foreign Countries

Karpel, Jennifer A.; Abell, Sandra K. (1999). Issues in Science Assessment in a Bilingual/Biliterate Elementary Classroom. This study examines the types, uses, and roles of science assessment in a bilingual/biliterate (Spanish/English) elementary classroom in the Honduras during one unit of science instruction. Focus is placed on how one teacher used assessment to a) inform practice; b) evaluate student learning; and c) modify curricula and teaching strategies to meet the needs of bilingual students.   [More]  Descriptors: Bilingual Education, Elementary Education, Evaluation, Foreign Countries

Marshall, Jeffery H. (2003). Grade Repetition in Honduran Primary Schools, International Journal of Educational Development. This paper looks at several dimensions of the grade failure issue in Honduras using a unique data set compiled by the UMCE evaluation project in 1998 and 1999. The analytical framework incorporates econometric analysis of standardized tests and teacher pass/fail decisions for roughly 13,000 second and fourth grade students. The results show that first time grade repetition, as well as repeating previous grades, is associated with lower marginal achievement on the UMCE exams, although the same is not true for students who are repeating the second or third time. The strongest predictor of grade failure is previous repetition, despite the inclusion of controls for achievement and attendance. The implications of this apparently strong stigma effect associated with grade repetition are discussed, as well as other policy issues related to grade repetition in developing countries.   [More]  Descriptors: Grade Repetition, Standardized Tests, Foreign Countries, Grade 4

Cronin-Jones, Linda; Penwell, Rebecca; Hakverdi, Meral; Cline, Shannon; Johnson, Courtney; Scales, Ingrid (2003). The Status of Environmental Education in Latin American Middle and High Schools. This research investigated the status of environmental education (EE) in private American and international middle and high schools throughout Latin America and the Caribbean. The study population consisted of all 50 dues-paying member schools in the Association of American Schools of Central America, Columbia-Caribbean, and Mexico (the Tri-Association). Members include 17 schools in Mexico; 8 schools in Columbia; 4 schools each in Costa Rica, Guatemala, and the Dominican Republic; 3 schools in Jamaica; 2 schools each in El Salvador, Honduras, and Venezuela; and 1 school each in Nicaragua, Haiti, Ecuador, and Panama. Results of the survey indicated that even in the best situations throughout Latin America, EE is being hindered by a lack of available quality regional EE curriculum materials, lack of access to teaching materials, and widespread teacher misconceptions about EE infusion and the definition of EE. Findings strongly support the need for quality regional EE curriculum development and ongoing teacher training in Latin American schools. Studies involving 7-12 teachers in the United States yielded similar results. Teachers' perceptions of important environmental issues differed from what the community and students considered important, but the teachers' perceptions were all compatible with the EE goals and objectives set forth by the United National Environmental Programme. (Contains 29 references.)   [More]  Descriptors: Curriculum Development, Environmental Education, Foreign Countries, Middle Schools

Bang, Hee Jin; Suarez-Orozco, Carola; Pakes, Juliana; O'Connor, Erin (2009). The Importance of Homework in Determining Immigrant Students' Grades in Schools in the USA Context, Educational Research. Background: While a significant body of research has addressed teachers' evaluations of mainstream English speaking students, there is a dearth of such research focusing on immigrant adolescents. As many immigrant students are in the process of acquiring English language proficiency, evaluating and assigning grades to immigrant youth can pose particular challenges. Grades assigned for oral or written products may underestimate English language learners' knowledge, content skills or achievement. Conversely, relying excessively on effort or class behaviour rather than actual academic performance may inflate immigrant students' grades. Purpose: We examined the extent to which immigrant students' academic achievement indicated by grades is attributable to factors such as English language proficiency, course understanding, classroom behaviours and homework completion. We then examined whether the effect of homework completion on grades varied as a function of English proficiency. In addition, we examined the factors contributing to teachers' evaluation of immigrant students' level of course understanding. Lastly, we investigated whether the effect of homework completion on course understanding varied as a function of English proficiency. Sample: This study examined the final year (2002) data of the five-year Longitudinal Immigrant Student Adaptation (LISA) study. At the start of the original study, the participants were recently arrived immigrant youth (ages 9-14) from Central America (El Salvador, Guatemala, Honduras and Nicaragua), China, the Dominican Republic, Haiti and Mexico; they were recruited from seven public school districts in the USA in Massachusetts and California. The present study was a secondary analysis of a subset of final year LISA data, involving data from 273 students and 57 teachers. Methods: Using data collected through structured student interviews and behaviour checklists completed by teachers, we conducted hierarchical regression analyses to identify the factors that contributed significantly to immigrant students' grades and to their course understanding. Further regression analyses were conducted to determine whether English language proficiency was a moderating variable on immigrant students' grades and their level of understanding in a course. Results: There were four main findings. Firstly, the regression results indicated that homework completion and English language proficiency had significant impact on class grades. Secondly, the effect of homework completion on grades was not moderated by students' English proficiency. Thirdly, immigrant students' class behaviours, English proficiency and homework completion largely determined teacher evaluations of students' course understanding. Fourthly, the effect of homework completion on teacher evaluations of students' course understanding was moderated by English proficiency. For students with high English language proficiency, completing homework significantly affected teacher assessments of their course understanding. For students with low English language proficiency, however, completing homework had relatively little effect on teacher assessments of their course understanding. Conclusions: In this exploratory study, grades assigned to immigrant students were largely determined by whether they do their homework and their English language proficiency. Teacher evaluations of immigrant students' level of course understanding were largely determined by students' class behaviours, English language proficiency and homework completion. It is suggested that teachers distinguish between effort and skill and provide separate feedback for each of these dimensions during the process that newcomer immigrant students are concurrently acquiring academic skills while mastering a new language. However, further investigation is needed to determine the generalisability of findings to a larger immigrant youth population.   [More]  Descriptors: Feedback (Response), Homework, Grades (Scholastic), Academic Achievement

Ham, Sam H.; Castillo, Lizeth (1990). Elementary Schools in Rural Honduras. Problems in Exporting Environmental Education Models from the United States, Journal of Environmental Education. Presented is a study designed to determine the best approaches for developing environmental education and teacher training materials for schools in Honduras. Results dispute the value of materials produced in the United States for use in developing nations. Descriptors: Conservation (Environment), Developing Nations, Environmental Education, Foreign Countries

Zuniga, M. A. (1979). The Physics Laboratory in Honduras, Physics Education. This paper, presented at the conference on the role of the laboratory in physics education, which was held in Oxford, England in July 1978, describes the role of the laboratory in school and university physics in Honduras.   [More]  Descriptors: College Science, Conferences, Developing Nations, Higher Education

Matamoros, Douglas Alberto (1987). Analisis de las Condiciones de Salud del Nino de 0-6 anos en Honduras, International Journal of Early Childhood. Examines the National Pediatric Service and the research program of the Maternity-Infant-Hospital-School in Honduras. Reports that health conditions of young children (birth to six years) in Honduras are appalling and that available funds for health services are inadequate, reflecting the country's economic and social crisis. Descriptors: Birth Rate, Developing Nations, Foreign Countries, Health Needs

Ashcraft, Norman (1972). Economic Opportunities and Patterns of Work: The Case of British Honduras, Human Organization. Patterns of work in rural British Honduras are a direct result of opportunities selected not by the individual, but by institutions over which the individual has no control.   [More]  Descriptors: Agricultural Trends, Black History, Employment Opportunities, Employment Patterns

Murphy-Graham, Erin (2009). Constructing a New Vision: Undoing Gender through Secondary Education in Honduras, International Review of Education. This article presents results from a qualitative study on how the Honduran secondary education programme, "Sistema de Aprendizaje Tutorial" (SAT), attempts to "undo gender" (Deutsch 2007: 122) by encouraging students to rethink gender relations in their everyday lives in a way that reflects their increased consciousness of gender equality. My findings suggest that SAT increased women's gender consciousness and this heightened their desire for change in the domestic sphere. In some instances, women were able to negotiate a new sharing of responsibilities with their spouses. There are several features of SAT that make it a transformative innovation in education: (1) gender is mainstreamed into the curriculum; (2) gender is linked with the larger concept of justice; (3) students engage in reflection, dialogue and debate; (4) teachers are given the opportunity to reflect critically on their understanding of gender in professional development sessions; and (5) it emphasises that undoing gender requires change among individuals and in social structures such as the family.   [More]  Descriptors: Secondary Education, Females, Educational Innovation, Foreign Countries

Ordonez, Eleonora (1994). A Central American Perspective on Teaching about the United Nations, Social Education. Contends that the United Nations actively works to improve living conditions in Honduras. Discusses United Nations efforts to improve education through teacher education. Asserts that, although the United Nations has extensive operations in Honduras, education about the UN in Honduran schools is superficial. Descriptors: Comparative Education, Cross Cultural Studies, Curriculum Development, Educational Objectives

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