Bibliography: Honduras (page 06 of 15)

This annotated bibliography is compiled and customized for the Hondureinas website.  Some of the authors featured on this page include Ingrid Scales, Ernesto Schiefelbein, Michael Young, Rebecca Penwell, Linda Cronin-Jones, Meral Hakverdi, Thomas D. Tilson, Geneva Langworthy, Laurence Wolff, and James E. Jennings.

Council of Educational Facility Planners, International, Scottsdale, AZ. (1997). Educational Facility Evaluations of Primary Schools in Rural Honduras: Departments of Cortes and Meambar. A team of 11 educational facility planners and architects from the United States and Canada conducted a facility evaluation of schools in the rural areas of Meambar and Cortes, Honduras. Team members were all part of the Council of Educational Facility Planners, International and traveled to Honduras under the auspices of a Christian mission group, Heart to Honduras. The purpose of the visit was threefold: to gain a greater understanding of the existing needs and conditions of primary schools; to develop an inventory of existing facilities; and to gather information that could be used to help develop a prototypical rural school facility. Presented are the observations from each school, including a rating scale evaluation of the site, exterior and interior areas, power and plumbing systems, and facility furniture. Recommendations for improving these schools are included.   [More]  Descriptors: Educational Facilities Improvement, Elementary Education, Elementary Schools, Foreign Countries

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

Thompson, M. Weldon (1955). Education in Honduras. Bulletin, 1955, No. 7, Office of Education, US Department of Health, Education, and Welfare. With the publication of "Education in Honduras," the Office of Education is continuing the series of basic studies on education in the American republics which was initiated in 1943. The Office of Education is indebted to Professor M. Weldon Thompson of Lynchburg College, Lynchburg, Virginia, for the original study which led to the preparation of the present bulletin. Dr. Marjorie C. Johnston of the Office of Education staff in comparative education edited the manuscript and added the programs of study which appear in the 13 tables at the end of this bulletin. Appreciation is also due the Education Division of the Pan American Union and the Embassy of Honduras for careful readings of the manuscript and valuable suggestions. The map of Honduras is included through the courtesy of the Pan American Union, and the photographs of schools were provided by the Secretariat of Public Education in Honduras and the Foreign Operations Administration. Part I of this bulletin presents background information on the country of Honduras, its historical and political development, geographical factors, economic factors, and sociological factors in Honduran development. Part II is concerned with the topic of education as it pertains to the overall school system, elementary education, secondary education, higher education, vocational education, and other educational provisions. The final section of this report contains 13 tables detailing various programs of study. A bibliography is also included. (Contains 13 tables and 7 footnotes.) [This bulletin was edited by Marjorie C. Johnston. Best copy available has been provided.] Descriptors: Foreign Countries, Economic Factors, Public Education, World History

Otte, Max R. (1975). Seven Programs for Seven Countries, Adult Leadership. Programs from abroad represented at the January, 1975 Multinational Workshop on Adult Education (Washington, D. C.) included: Rural Reconstruction Movement (Philippines); Nonformal Education for Rural Women (Andhra Pradesh, India); Accion Cultural Popular (Colombia); Village Polytechnic Centers (Kenya); CONCORDE (Honduras); National Adult Education Plan (Tanzania); Functional Literacy and Family Life Planning Program (Thailand). Descriptors: Adult Basic Education, Adult Education, Adult Programs, Developing Nations

Jennings, James E. (1997). CEFPI's Heart to Honduras Educational Facilities Team, Educational Facility Planner. Describes efforts by the Council of Educational Facility Planners International to evaluate and modernize poor, rural schools in Honduras. A positive reaction to the visitation by government officials and teachers is revealed leading to the planned use of a model school program to guide school transformation. Descriptors: Economically Disadvantaged, Educational Facilities, Elementary Education, Elementary Schools

Young, Michael (1977). Note on the Honduras Radio Schools (ACPH–Accion Cultural Popular Hondureno). IEC Discussion Paper. Appendix 4. This report on the radio schools in Honduras, Central America, includes (1) an account of an afternoon session of the radio school's Primary Equivalence Programme (PEPA), including a testimonial of a student and a statement regarding the importance of the monitors; (2) information on the social background of Honduras; (3) an historical account of the growth of Accion Cultural Popular Hondureno (ACPH); (4) a description of the agricultural program of ACPH; (5) a commentary on the significant elements of the present situation; and (6) an account of the curriculum for the PEPA. Descriptors: Agricultural Education, Communications, Developing Nations, Educational Radio

Wolff, Laurence; Schiefelbein, Ernesto; Schiefelbein, Paulina (2002). Primary Education in Latin America: The Unfinished Agenda. Sustainable Development Department Technical Papers Series. This paper assesses progress made in elementary education in Latin America from 1990-2000. Besides examining completion rates, it looks at four critical indicators: the extent to which repetition rates have declined over the decade; the extent of timely access and on-time ages of elementary school students; the level or elementary school students' learning achievement; and changes in expenditures and other inputs into elementary education. The paper focuses on four countries (Brazil, Chile, Costa Rica, and Honduras), which represent a wide spectrum of education conditions in the region. It uses data collected from a variety of sources, with the main criterion being reliable observations from 1999-2000. Results indicate that overall, the region has made progress in elementary education. More children complete their elementary schooling. They are also more likely to begin their schooling at appropriate ages, and they are less likely to repeat a grade. Most countries have increased their investments in education. However, 18 percent of children in the region do not complete 6 years of elementary education, and 16 percent repeat a grade. Progress in terms of learning has been slow or nonexistent. (Contains 29 bibliographic references.)   [More]  Descriptors: Academic Achievement, Academic Persistence, Access to Education, Educational Finance

Ward, Victoria M.; And Others (1991). The Comparability of Focus Group and Survey Results: Three Case Studies, Evaluation Review. Focus group findings were compared with survey findings for three studies in which both methods were used. Studies conducted on voluntary sterilization in Guatemala, Honduras, and Zaire with over 2,000 subjects confirm that focus groups yield information similar to that obtained from surveys and are useful in program planning. Descriptors: Adults, Attitude Measures, Case Studies, Comparative Analysis

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

Tabouret-Keller, Andree (1975). Un champ semantique: les noms d'appartenance raciale au Honduras britannique (A Semantic Field: Names of Racial Identity in the British Honduras), Linguistique. This article studies the problem of social identity among six different racial groups in the British Honduras, focusing on what the groups call themselves and what others call them, and on the semantic field of these terms, i.e. the socio-cultural values they represent. (Text is in French.) Descriptors: Cultural Influences, Cultural Pluralism, Culture Contact, Ethnic Groups

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

Tilson, Thomas D.; And Others (1991). The Cost-Effectiveness of Interactive Radio Instruction for Improving Primary School Instruction in Honduras, Bolivia and Lesotho. Findings are presented from studies on the use of radio for teaching primary school children mathematics in Honduras and Bolivia and English as a Second Language in Lesotho. Interactive radio instruction (IRI) is so called because of the active participation of the students. Although lessons are presented by conventional radio, scripts are written to solicit responses from the children. Data from Honduras and Bolivia include both costs and measures of effectiveness, but data from Lesotho are for costs only. In Honduras, almost 200,000 children and 6,000 teachers used the radio lessons in 1990. Evaluations were conducted with three groups from different parts of the country. In Bolivia, where lessons reach about 50,000 children, evaluations have been conducted for grades 2, 3, and 4. English language instruction in Lesotho is delivered by radio to about 200,000 children; in contrast to Bolivia and Honduras, broadcasts are on government-owned, rather than privately owned, radio stations. Data suggest that IRI is a powerful instructional tool, possibly even more cost effective than textbooks or teacher training. Achievement gains in Bolivia and Honduras were striking. IRI should be considered along with textbooks and teacher training when educational planners consider options for improving basic education. Twelve tables and eight figures present study data. (Contains 16 references.)   [More]  Descriptors: Achievement Gains, Cost Effectiveness, Cross Cultural Studies, Educational Planning

Penwell, Rebecca; Cronin-Jones, Linda; Hakverdi, Meral; Cline, Shannon; Johnson, Courtney (2002). Teacher Perceptions Regarding the Status of Environmental Education in Latin American Elementary Schools. This research, commissioned by the U.S. Department of State, Office of Overseas Schools, was designed to determine the status of environmental education in private U.S. and international elementary 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, Colombia-Caribbean and Mexico (also known as the Tri-Association). Members include 17 schools in Mexico, 8 schools in Colombia, four 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. Response rate was 72%, with 36 schools responding. Results of the survey indicated that even in the best situations throughout Central and Latin America, environmental education (EE) is being hindered by lack of available quality regional environmental education curricula, lack of access to teaching materials, and widespread teacher misconceptions about EE infusion. Findings of this study strongly support the need for quality regional EE curriculum development and ongoing teacher training in Latin American schools. Studies involving K-6 teachers in the United States yielded similar results. Teacher perceptions of environmental issues differed from those the community and students considered important, but these teacher perceptions were all compatible with the EE goals and objectives set forth by the United Nations Environmental Programme (UNEP). (Contains 5 figures, 3 tables, and 15 references.)   [More]  Descriptors: Curriculum Development, Dependents Schools, Elementary Education, Environmental Education

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

Langworthy, Geneva (2002). Language Planning in a Trans-National Speech Community. Language revitalization efforts in Garifuna communities are complicated by their dispersion in Central America, St. Vincent, and the United States. Garifuna language and culture originated on the Caribbean island of St. Vincent, with the mixing of African and Arawakan languages. After the British conquered the island, they relocated thousands of Garifuna to islands off Honduras. From there, Garifuna people moved to the Honduran mainland, Belize, Guatemala, and Nicaragua. Since the 1950s, many Garifuna people have moved to the United States, establishing sizeable communities in Chicago, New York, and Los Angeles. Language revitalization efforts vary widely across Garifuna communities, depending on the extent of language shift. Exposure of Garifuna communities to various other languages–Spanish, English, Belize Creole, and American Indian languages–affects sensibilities towards orthography and complicates efforts to create a working standardized Garifuna orthography. Simply arranging a forum in which to have meaningful policy discussions can be a major political and logistic challenge. The potential to organize and plan language revitalization projects was greatly increased by the formation of a pan-Central American organization for Black and Black-Indigenous peoples and the creation of a Garifuna Web site and listserv. The development of a Garifuna language policy statement and plan is described, and strategies are suggested for their dissemination and implementation.   [More]  Descriptors: Educational Needs, Educational Strategies, Foreign Countries, Indigenous Populations

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