Bibliography: Honduras (page 11 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 Motilal Sharma, Margaret H. Davies, Thomas J. Evans, Karen Monkman, Ernesto Cuadra, Scientific United Nations Educational, la Ciencia y la Cultura Organizacion de Estados Iberoamericanos para la Educacion, Development Communication Report, Lee Wilcox, and Jeffrey W. Moss.

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and Caribbean. (1983). The Major Project in the Field of Education in the Latin American and Caribbean Region. Bulletin 4. The initiative and activities carried out by 29 countries in Latin and South America and the Caribbean in the UNESCO Major Project in the Field of Education to correct deficiencies and meet unsatisfied basic educational needs are summarized. Many summaries reflect revisions made during 1983 in National Plans of Action with respect to enhancing their effectiveness in strategy, offers and requirements of co-operation, and in the identification and establishment or reinforcement of national mechanisms. The countries reporting are Antigua and Barbuda, Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Dominica, Dominican Republic, Ecuador, El Salvador, Grenada, Guatemala, Haiti, Honduras, Mexico, Montserrat, Nicaragua, Panama, Paraguay, Peru, St. Kitts-Nevis, St. Lucia, Trinidad and Tobago, Uruguay, and Venezuela. Purposes, conclusions, and suggestions resulting from 13 regional and subregional technical meetings held during 1983 on matters relating to the objectives of the Major Project are also summarized. Subjects addressed at these meetings include physical education and sports as factors in the quality of education, educational planning and administration, school buildings, adult education and literacy, family health and education, inequities faced by young people and women in education, evaluation of adult education programs, and support for popular education and literacy in Bolivia. Descriptors: Adult Education, Cooperation, Developing Nations, Educational Planning

McCallin, Margaret (1988). International Catholic Child Bureau Report of a Pilot Study To Assess Levels of Stress in a Sample of 90 Refugee Children in Central America. This pilot study assessed the levels of stress of 90 refugee children aged 7 to 12 years. The countries of origin were El Salvador and Nicaragua; the countries of asylum were Costa Rica, Honduras, and Nicaragua. Parents and teachers assessed each child by means of a questionnaire. Parents completed a second questionnaire which contributed background information about children's experiences. Results indicated a high correlation between teacher and parent assessments. Teachers reported that children exhibited learning problems, and some children exhibited antisocial behavior. Results also indicated that: (1) children exhibited psychosomatic symptoms of stress and a need for reassurance; (2) children who had experienced civil violence had higher levels of stress than children who had not; (3) stress levels increased with family size; (4) some stress-causing factors, such as the experience of civil violence combined with poor living conditions in the country of asylum, had an interactive effect on each other; and (5) children's experience of civil violence over a long period of time had long-term consequences for their development. Nine references are cited. Appendixes include English language versions of the parent and teacher questionnaires, a list of changes made for the English versions of the questionnaires, the background information questionnaire, and presentations of the statistical data from the study.   [More]  Descriptors: Anxiety, Children, Emotional Problems, Family Size

Holland, Lynn (1987). The Principle of Cognitive Consistency and Central American Policy: A Comparison of the Carter and Reagan Administrations. The principle of cognitive consistency, formulated by Jack Snyder, explains decision-making under stressful conditions. Snyder contends that decision-making under stressful conditions creates a drive toward cognitive consistency and brings into operation tendencies: (1) toward a perception of certainty about an opponent's intention and the righteousness of one's own position; (2) toward perceiving the principal values in the situation as consistent rather than inconsistent; and (3) toward adopting a strategy of compellance rather than negotiation. A revised model of this principle is used to evaluate foreign policy toward Central America during the Reagan administration and to contrast it with that of the Carter administration. Critical events preceding Reagan's election produced uncertainty in foreign affairs during his administration. Under Reagan, aid to El Salvador and Honduras increased dramatically and three new Central American countries received increased aid. The Carter administration was marked by a more analytical model of decision-making as exemplified by the policy on human rights. A "normalization" of the situation in Central America should bring about the return of analytical decision-making, according to this model. The signing of the Arias Peace Plan and the tentative negotiations which followed suggest that watchful accommodation will replace the current policy of military intervention. Thirty-one footnotes are included and an appendix provides a series of graphs and charts Descriptors: Cognitive Processes, Foreign Countries, Foreign Policy, International Relations

Evans, Thomas J. (1997). Evaluation Report of a Detention-Based Student Disciplinary Program in a Honduran/International Primary School. The Escuela Internacional Sampedrana (EIS) in Honduras implemented a new discipline program in its Primary School during the 1996-97 school year. This paper contains findings from three evaluations of the program–an initial analysis, a midyear report, and a year-end report. The first report analyzed the number of suspensions and detentions, as well as the number of total accumulated violations. The midyear and end-year reports looked at the total number of minor infractions cited by teachers since the beginning of the school year grouped by grade levels and cumulatively, the average number of detention letters typically given to students of each grade level, and the cumulative total of such suspensions across each grade level separately and combined. The studies found that minor infractions did not accumulate at an alarming rate; nor was there evidence of widespread discipline problems. Few students were repeat offenders. The following recommendations were made: (1) Make the minor-infraction discipline codes more specific; (2) offer some type of new teacher training or induction program; and (3) create a discipline committee to address unresolved issues. Appendices contain the rationale for the Primary School discipline program and policy statements that define the consequences for minor, serious, and very serious infractions. Ten tables were included.   [More]  Descriptors: Academic Probation, Behavior Problems, Discipline, Discipline Policy

Monkman, Karen (1997). Transnational or Immigrant Learners: Re-drawing the Boundaries of Socio-cultural Context in Understanding Adult Learning. This paper examines the intersection where migration and adult learning converge, exploring how a transnational social context of living relates to adults' formal and informal learning experiences. In-depth life-history interviews were conducted with 29 adults participating in two social networks that link the central coast region of California with several areas in Mexico and an urban area in Honduras. Interviewees ranged in age from early 20s to early 80s and included immigrants to California, adult children of immigrants, and individuals in Mexico whose lives have been touched deeply by the migration of close family members and numerous community members. Interview excerpts form the basis of discussion about adult learning experiences in Mexico, decisions and preparations to migrate, the role of social networks and informal learning in the actual move north, formal education (language and citizenship classes) and informal socially based learning in California, and the formation of identities and lives with multiple dimensions and roots in two countries. The findings suggest that linear models of immigration and acculturation must be replaced with more complex analyses of transnational social relations and their role in adults' lives and learning processes. Contains 36 references.   [More]  Descriptors: Adult Education, Adult Learning, Extended Family, Identification (Psychology)

Davies, Margaret H. (1981). Adult Education Community Project and Planned Parenthood. A Study of an Inter-Agency Project in Honduras, Central America. This booklet for field workers and project developers describes two consecutive IPREFA projects in Honduras that integrated a responsible parenthood element into a functional education program and integrated several agencies into project planning and implementation. Preliminary information provides a basis for this nonformal education program and some background. Discussion of IPREFA Stage 1 first considers site (Las Guanchias) and planning. The section on project implementation details the work schedule and cites corresponding points for consideration that comprise an objective list of potential problems and suggests alternative actions. Conclusions and principal lessons learned are summarized. The discussion of IPREFA 2 begins by overviewing the planning for this adult education program for rural development that combines elements of literacy teaching, health education, and family planning. Other sections describe implementation, midterm evaluation, and activities (individual work by staff, development of literacy teaching materials). A concluding section raises issues regarding projects of this type, especially concerning the integration of agencies in a single program effort. Appendixes include a discussion of various nonformal education approaches with glossary of terms in adult education and community development, description of strategies for project planners, sample pages of project-developed literacy and numeracy primers, brief bibliography, details of financing, and survey instruments. Descriptors: Adult Basic Education, Adult Programs, Agency Cooperation, Community Development

Development Communication Report (1988). Development Communication Report 1988/1-4, Nos. 60-63. Four issues of this newsletter focus primarily on the use of communication technologies in developing nations to educate their people. The issues included in this collection are: (1) No. 60 (1988-1), which features articles on the recent emergence of intercountry networks of collaboration (resulting in the sharing of staff, equipment, and consultants to produce local health training materials), the role of the mass media in Nigerian development, conducting surveys, and the utilization of interactive radio for education in rural areas of the Dominican Republic; (2) No. 61 (1988-2), which features articles on the use of computer simulations in educational policy making, traditional theater for family planning in Mali, averting barriers to success when implementing educational radio projects, and the training of health workers in visual communication in Sri Lanka; (3) No. 62 (1988-3), featuring articles on marketing interactive radio instruction to school teachers in Honduras, traditional theater for rural development in Burkina Faso, and puppetry for development in the Philippines; and (4) No. 63 (1988-4), focusing on trends in distance education and also including articles on teacher training and the quality of instructional messages. Reviews of recent publications and announcements of development-related conferences and courses are also provided in each issue. Descriptors: Appropriate Technology, Computer Simulation, Developing Nations, Distance Education

United Nations Educational, Scientific, and Cultural Organization, Paris (France). (1975). Educational Development–Some Practical Issues. Occasional Paper No. 1. The document presents 11 papers dealing with educational administration in developing nations. It is intended to aid UNESCO staff members and other educational advisors as they collaborate with policy makers in developing nations to improve educational programs. Written by staff members of UNESCO's Division of Educational Finance, the papers reflect concerns expressed by educational authorities in developing nations regarding major policies, plans, and priorities for their national systems. The practical problems and theoretical issues were identified by UNESCO staff members during 74 fact-finding missions to developing nations conducted from 1965 to 1975. Sample topics focus on equity in educational planning, agricultural and vocational training, differences between rural and urban education, training centers for rural development, technical training in the Soviet Union, engineering education, rural education in Honduras, teacher training programs, political influences affecting teachers, and veterinary training. For most of the papers, schematic sketches, tables, charts, and graphs are presented along with case studies representing aspects of educational systems in one or several countries. Descriptors: Agricultural Education, Cooperation, Developing Nations, Educational Administration

Evans, Thomas J. (1996). Deming's System of Profound Knowledge: An Overview for International Educators. W. Edwards Deming called for the transformation to a new style of organizational management based on greater cooperation between managers and employees. This transformation could be achieved by introducing "profound knowledge" into the system. This paper is a presentation outline that was used to introduce the basics of Deming's theory of organizational improvement to a group of teachers and administrators associated with the Association of Bilingual Schools of Honduras. Because Deming's Fourteen Points for Management embody the components of profound knowledge, application of the points is necessary for achieving system transformation and more effective management. The aim of transformation is to change the prevailing style of management. Profound knowledge is composed of four interrelated concepts: (1) organization members' appreciation for systems thinking; (2) knowledge about variation within systems; (3) a conceptualized theory of knowledge; and (4) an understanding of psychology. Five figures that were used as overhead transparencies to highlight key concepts are included. Appendices summarize Deming's theoretical perspective. (Contains 6 references and a list of 32 related readings.)   [More]  Descriptors: Administration, Elementary Secondary Education, Employer Employee Relationship, Management Systems

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean. (1987). Seminario Regional para el Desarrollo de Materiales Educativos para la Paz (San Jose, Costa Rica, 27-31 de octubre de 1986). Informe Final (Regional Seminar for the Development of Educational Materials on the Theme of Peace–San Jose, Costa Rica, October 27-31, 1986. Final Report). In conjunction with United Nations Educational, Scientific, and Cultural Organization's 40th anniversary, 1986 was named the International Year of Peace. During 1986, UNESCO selected the theme "peace" as an education project to be undertaken in Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Ecuador, Guatemala, Honduras, Mexico, and Venezuela. The development of educational materials that would seek to emphasize new methods of teaching about peace, while emphasizing each country's economic, social, political, and cultural uniqueness, was stressed. Materials were produced by each country and a conference was convened to: (1) investigate, develop, apply, and evaluate the suggested materials and teaching methods; (2) improve teachers' knowledge and skills in relation to peace activities; and (3) stimulate peace awareness through specific daily activities. Results of the peace projects indicate an increased awareness of and interest in peace education and a desire to exchange materials, ideas, and teaching methods. Recommendations for future activities are described, and appendices include the conference program, a participant list, and welcoming speeches. Descriptors: Class Activities, Content Analysis, Course Content, Curriculum Development

Sharma, Motilal (1985). Distance Education: Professional Staff Paper. This paper examines the relevance and cost-effectiveness of the use of mass media for spreading education and the dissemination of information needed to sustain growth and technological progress in developing countries. An overview of experiments with the use of radio and television for educational purposes provides brief descriptions of distance education projects in the USSR, the United Kingdom, Niger, Honduras, Rwanda, Nicaragua, the United States, India, Australia, and Malaysia, and notes related activities in other countries. Discussion of the economics of distance education focuses on issues raised by case studies on the cost-effectiveness of distance education in various countries. Prospects and issues in the field are then discussed in the context of: (1) primary and secondary education; (2) teacher education; (3) education management and administration; (4) tertiary education; and (5) nonformal education. A brief review of the Asian Development Bank's involvement in distance education concludes this paper. Sources of additional information on the projects described and the case studies cited are indicated in footnotes.   [More]  Descriptors: Cost Effectiveness, Developing Nations, Distance Education, Educational Administration

Organizacion de Estados Iberoamericanos para la Educacion, la Ciencia y la Cultura, Madrid (Spain). (1992). Repertorio de Servicios Iberoamericanos de Documentacion e Informacion Educativas = Repertorio de Servicos Ibero-Americanos de Documentacao e Informacao Educativas (Directory of Ibero-American Services for Educational Documentation and Information). This directory provides information on the location and functioning of educational documentation and information services in Spain and Portugal in Europe, and in the 18 Spanish-speaking countries (Argentina, Bolivia, Colombia, Costa Rica, Cuba, Chile, Ecuador, El Salvader, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Uruguay, and Venezuela) and the Portughese-speaking country (Brazil) of Latin America. Information about each service agency is presented (with headings in the language of the country in which the agency is located) in the following areas: (1) including address; (2) objectives; (3) human resources; (4) financial resources; (5) documentary (bibliographic) resources including holdings and collection processing; (6) activities; (7) users; and (8) interinstitutional cooperation at national, regional, and international levels. Additional descriptive data is given when available. Information is provided on 257 services, of which 238 represent national institutions in member countries and 19 represent subregional, regional, and international institutions. Appendices list ongoing studies by these services; CD-ROM databases; European educational databases; and networks and information systems, among which the ERIC system is described. Indexes to institutions assist the user in finding particular services. The preface, introduction, and headings/sub-headings of the appendices are written in both Spanish and Portuguese.   [More]  Descriptors: Agency Cooperation, Bibliographic Databases, Documentation, Financial Support

Moss, Jeffrey W. (1987). Evaluation of a Panamerican Agricultural Teacher Training Program. During the summer of 1986, two groups of 25 agriculture teachers from Central America participated in 1-month training programs designed to improve their knowledge and use of effective teaching methods, to develop agricultural skills appropriate to Central America, and to provide a thorough understanding of Louisiana agricultural enterprises and culture. The program was conducted at Louisiana State University in cooperation with the Panamerican Agricultural Teacher Training School of Honduras (Zamorano) and sponsored by the United States Agency for International Development. Program evaluation included a needs assessment to identify the participants' perceived needs, evaluation of the relevance of each subject matter presentation, and a final evaluation of the entire training session. Four recommendations can be based on the findings of the program evaluation: (1) needs assessment prior to planning an international training activity is essential; (2) technical agriculture topics should emphasize practical ideas based on the needs assessment, and cooperative extension agents should be used in addition to traditional professors when planning and delivering technical agriculture presentation; (3) instruction through use of qualified interpreters can be effective; and (4) written material should be translated and made available to trainees especially when presentations are made with an interpreter. Descriptors: Agricultural Education, Extension Agents, Foreign Countries, Foreign Students

Cuadra, Ernesto; Crouch, Luis (1989). Indicators of Student Flow Rates in Honduras: An Assessment of an Alternative Methodology, with Two Methodologies for Estimating Student Flow Rates. BRIDGES Research Report No. 6. Student promotion, repetition, and dropout rates constitute the basic data needed to forecast future enrollment and new resources. Information on student flow is significantly related to policy formulation aimed at improving internal efficiency, because dropping out and grade repetition increase per pupil cost, block access to eligible school-age children, and prevent students from gaining an adequate education. Although studies conducted in many Third World countries have shown that student enrollment information collected by education ministries is fairly reliable, most countries underestimate grade repetition rates, because reliable data is absent. One method for calculating the number of repeaters that is not based on school data is the age/grade method. The basic assumption is that enrollment data by age and grade sent to education ministries is more accurate than the repetition data. Cuadra's paper describes a 1986 study conducted in Honduras that tested this model by comparing school records of 327 students with data obtained from interviewing the students' parents. The study determined the accuracy of the age/grade method for reporting basic enrollment information and found that school statistics consistently underreported the number of repeaters. By underreporting repeaters, schools also overestimated the number of dropouts. Other implications are discussed. Two other papers discuss alternative methods for estimating student flow rates in the absence of sufficient data. (52 references) Descriptors: Access to Education, Data Collection, Developing Nations, Educational Planning

Wilcox, Lee, Ed. (1969). The Admission and Placement of Students from Latin America: A Workshop Report. Brazil, Central America, (Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, Panama), Colombia, Venezuela. Information about the educational systems of Brazil, Colombia, Venezuela, Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, and Panama that may be helpful to the U.S. college admission officers is presented. Background information about the countries and the current primary, secondary, and postsecondary educational systems are considered. For Brazil, information is presented about quality factors and curricula, and a list of universities and a glossary of educational terms are included. For Venezuela, information is also presented on the grading system, quality factors, and the North American Association of Venezuela. For Columbia, attention is directed to the academic bachillerato program, technical secondary education, commercial and agricultural schools and other offerings. Some common characteristics of the Central American countries are described. The percentage who attend secondary school in Central America varies from as low as 4 percent to as high as 15 percent. All Central American state universities are autonomous; however, the tradition of autonomy is not firmly established in all countries. All of these Central American countries are bringing into their curricula the concept of general education, or general studies, but the concept of general studies is meeting with varied reactions from students as well as faculties. The English requirement in Central American, Brazilian, Colombian, and Venezuelan schools is addressed. Recommendations and a bibliography are also presented for the Central American countries as a whole and for Brazil, Colombia, and Venezuela.   [More]  Descriptors: College Admission, College Students, Comparative Education, Educational Quality

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