Bibliography: Honduras (page 05 of 15)

This bibliography is selected and organized by the Hondureinas website.  Some of the authors featured on this page include Norman Ashcraft, David Balwanz, Erin Murphy-Graham, Catherine A. Honeyman, Carola Suarez-Orozco, Juliana Pakes, M. A. Zuniga, Leyla Ann Day, Sam H. Ham, and Ray Chesterfield.

DeStefano, Joseph; Moore, Audrey-Marie Schuh; Balwanz, David; Hartwell, Ash (2007). Reaching the Underserved: Complementary Models of Effective Schooling, Academy for Educational Development. Many countries that have undergone expansion of access to public education still face significant disparities in school enrollment and attendance rates at sub-national levels, and fail to reach a high proportion of children who are outside of the government system.  Completion and student learning have also continued to be system-wide challenges that many Ministries of Education struggle to address. Educational Policy, Systems Development, and Management (EQUIP2) identified nine case examples of complementary, community-based approaches to schooling from around the world, and developed a research methodology for analyzing the effectiveness and cost-effectiveness of those models. Data were gathered on student enrollment, completion and learning, management, governance, organization, costs and financing. Cases demonstrate that complementary education programs can provide a unique and critical role to addressing Education for All (EFA) goals, particularly for disadvantaged and underserved populations. Additionally, the results of complementary education program are frequently equal to or better than to the government schools in terms of improving access, completion, and learning outcomes. Four features are identified as critical to the success of complementary programs: (1) Locally recruited teachers and ongoing, regular supervision and training; (2) School-based decision making and community-based management and governance; (3) Small schools located close to the communities they serve; and (4) Mother tongue instruction is used to deliver a simplified curriculum devoted to basic literacy and numeracy skills. Cases studies are included for Afghanistan Home-Based Schools, Afghanistan Community Schools, Bangladesh Rural Advancement Committee (BRAC) Primary Schools, Egypt Community Schools, Ghana School for Life, Guatemala PRONADE, Honduras Educatodos, Mali Community Schools, and Zambia Community Schools. References and unnumbered figures and tables are included by individual chapter.   [More]  Descriptors: Program Effectiveness, Educational Change, Foreign Countries, Systems Development

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

Honeyman, Catherine A. (2010). Social Responsibility and Community Development: Lessons from the Sistema de Aprendizaje Tutorial in Honduras, International Journal of Educational Development. This article extends understanding of the connections between education, social capital, and development through a mixed-methods case study of the Sistema de Aprendizaje Tutorial, or SAT, an innovative secondary-level education system. The quantitative dimension of the research used survey measures of social responsibility to compare 93 SAT students to 88 other students in conventional Honduran schools, with samples based on the naturally occurring (non-random) presence of one of these two different educational programs in each of nine nearby Honduran communities. Preliminary findings suggest that students in the SAT program held a greater sense of social responsibility than their peers in conventional schools. Students' statements about their own educational experiences were analyzed in order to identify some of the characteristics of the SAT program that may have led to this difference. The SAT approach to developing social responsibility is contrasted to a human rights focused approach.   [More]  Descriptors: Community Development, Foreign Countries, Social Responsibility, Educational Experience

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. Descriptors: Agricultural Trends, Black History, Employment Opportunities, Employment Patterns

Figueredo, Vivian; Anzalone, Stephen (2003). Alternative Models for Secondary Education in Developing Countries: Rationale and Realities. Improving Educational Quality (IEQ) Project. In 1960, in developing nations, less than half of primary-school-age children were enrolled in school. By the early 1990s, despite rapid population increases in much of the world, the proportion was more than 75%. In most developing countries, education has been largely synonymous with schooling but not entirely. Formal schools have been widely accepted as vehicles for the transmission of official curricula. At the same time, there has been recognition that conventional schools may not provide the means for expanding education beyond a certain point, addressing some educational needs, or serving some populations. As a result of the kaleidoscope of needs, demands, and costs, there have been numerous attempts to develop alternative models of formal education to extend education in developing countries. This paper seeks to contribute to the international discussion of the potential of alternative models as a policy option to provide secondary school education in developing countries. The paper looks in detail at the rationale for expanding access to secondary education, even in countries that have not achieved universal primary education. It examines some of the experience of developing countries and the issues faced in creating and implementing alternative models at the secondary level. The paper highlights the experience of Honduras in developing an alternative junior secondary model. It notes that, although the Honduras experience is still a work in progress, the results of this experience warrant watching. The paper concludes with lessons learned from the literature on use of alternative models for secondary education. (Contains 52 references.)   [More]  Descriptors: Access to Education, Case Studies, Developing Nations, Educational Needs

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

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

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. Descriptors: College Science, Conferences, Developing Nations, Higher Education

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

Hitchen, Peter (2000). State and Church in British Honduran Education, 1931-39: A British Colonial Perspective, History of Education. Offers an analysis of church and state influences on the development of education in British Honduras (now Belize). Focuses on the British neglect of education in the colony; the emergence of tensions between the church and state, exploring issues related to Roman Catholic and Protestant rivalry; and church-state issues. Descriptors: Catholics, Church Role, Colonialism, Educational History

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

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

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

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

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