Bibliography: Honduras (page 11 of 15)

This bibliography is independently curated for the Hondureinas website.  Some of the authors featured on this page include Noel McGinn, Lee Wilcox, Development Communication Report, Thomas J. Evans, la Ciencia y la Cultura Organizacion de Estados Iberoamericanos para la Educacion, Luis Crouch, Jeffrey W. Moss, Ernesto Cuadra, Scientific United Nations Educational, and Colin McCaffrey.

King, Linda, Ed. (1998). Reflecting Visions. New Perspectives on Adult Education for Indigenous Peoples. This book contains 14 papers: "Indigenous Peoples and Adult Education: A Growing Challenge" (Rodolfo Stavenhagen); "Indigenous Peoples: Progress in the International Recognition of Human Rights and the Role of Education" (Julian Burger); "Adult Learning in the Context of Indigenous Societies" (Linda King); "Linguistic Rights and the Role of Indigenous Languages in Adult Education" (Utta von Gleich); "Youth and Adult Education and Literacy for Indigenous Peoples in Latin America: Guatemala, Honduras, Ecuador, Peru and Bolivia" (Teresa Valiente Catter); "The Educational Reality of the Indigenous Peoples of the Mesoamerican Region" (Vilma Duque); "Multiculturalism and Adult Education: The Case of Chile" (Francisco Vergara E.); "Anangu Teacher Education: An Integrated Adult Education Programme" (Mary Ann Bin-Sallik, Nan Smibert); "Inuit Experiences in Education and Training Projects" (Kevin Knight); "Adult Education among Indigenous Peoples in Ecuador" (Pedro Humberto Ushina S.); "Indigenous Reflections on Education: The Mixes and Triquis of Mexico: Our Experience in Popular Education" (Sofia Robles Hernandez); "A Personal Critique of Adult Education" (Fausto Sandoval Cruz); "Capacity Building: Lessons from the Literacy Campaign of the Assembly of the Guarani People of Bolivia" (Luis Enrique Lopez); "Development, Power and Identity: The Challenge of Indigenous Education" (Nicholas Faraclas); "The Saami Experience: Changing Structures for Learning" (Jan Henry Keskitalo); and "Tiaki Nga Taonga o Nga Tupuna: Valuing the Treasures. Towards a Global Framework for Indigenous People" (Nora Rameka, Michael Law). Appended are the Huaxyacac (Oaxaca) Declaration on Adult Education for Indigenous Peoples and a note on the book's contributors.   [More]  Descriptors: Adult Education, Adult Learning, Adult Literacy, Adult Students

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

McGinn, Noel; And Others (1992). Why Do Children Repeat Grades? A Study of Rural Primary Schools in Honduras. BRIDGES Research Report Series No. 13. This report examines factors contributing to grade repetition in rural elementary schools in Honduras. Forty schools in four Honduran departments were randomly selected from lists of schools with the highest and lowest repetition rates. Subjects were 1,854 students in Grade 1 or 3 during the 1990 school year who were still in the school in March 1991. Students were interviewed and given a Spanish test. Also interviewed were 65 first and third grade teachers and the parents of 640 randomly chosen students. With bivariate and multivariate analyses, major findings were: (1) students who repeated grades were more likely than other students to repeat again; (2) grade repetition was related to low academic achievement (particularly in Spanish and mathematics), amount of time available for learning (school schedule and student attendance), low teacher expectations of students, and being in a multigrade classroom (particularly in first grade); (3) teachers were inconsistent in the application of rules governing marks and promotion; (4) teacher expectations were influenced by socioeconomic status of the student's family; (5) preschool participation was associated with better marks; and (6) parents usually accepted the school's decision. Recommendations are outlined for teacher training, preschool education, instructional materials development, and remedial education. This paper contains references; charts of official, educator, and parent attitudes about repetition factors; and data from 30 countries on repetition and completion rates in elementary schools.  Descriptors: Classroom Techniques, Elementary Education, Elementary School Students, Elementary Schools

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

McCaffrey, Colin (1967). Potentialities for Community Development in a Kekchi Indian Village in British Honduras. Investigators spent six months in the Kekchi Indian village of San Miguel, British Honduras, where data gathering was combined with participation in agricultural and social activities and in practical community development. Respondents (85 men and youths) provided much informal data on attitudes relevant to community development, which were compared with those more rapidly gathered from 126 respondents in other villages. Findings included relative economic isolation and self-sufficiency, a sixty-year history of migration and adaptation, industriousness combined with preference for communal labor, traditional lines of intuitive harmony and consensus in running the relatively new village council, and socioeconomic patterns favorable to experimentation. Literacy in English, a rice-drying floor, and a community center were prominent desires. Recommendations by investigators call for pig pens, rainwater collection or a well and pump, a literate helper for corresponding with government officials, and steps to improve school community relations. An outsider's greatest contribution might be to reassure Kekchis of their competence to develop many projects. Descriptors: American Indians, Aspiration, Attitudes, Audiovisual Aids

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

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

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

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

Cable News Network, Atlanta, GA. (1998). CNN Newsroom Classroom Guides. November, 1998. These classroom guides, designed to accompany the daily Cable News Network (CNN) Newsroom broadcasts for the month of November, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: Iraq refuses to cooperate with United Nations weapons inspectors, expansion of a Jewish settlement threatens to delay implementation of the Wye Accord, voting for House, Senate, and governors' seats in this year's midterm elections, assistance in the wake of Hurricane Mitch, and devastation in Honduras and Nicaragua caused by Hurricane Mitch (November 2-6); House Speaker Newt Gingrich announces his intention to resign, relief workers scramble to get basic necessities to stranded victims of Hurricane Mitch, standoff over weapons inspections in Iraq, the United States sends more military hardware and troops towards Iraq as diplomats evacuate, and Iraq continues to defy United Nations (UN) inspection demands (November 9-13); the showdown with Iraq is temporarily averted, the Leonid Meteor Shower returns, weapons inspectors are back in Iraq, impeachment hearings of President Clinton begin on Capitol Hill, and impeachment hearing questioning of Independent Counsel Ken Starr (November 16-20); Iraq must officially answer a United Nations request for weapons documents, and the possible AOL/Netscape merger (November 23-24); and widespread hunger continues in Somalia in spite of international aid (November 30). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

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

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

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

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