Education (J,K,L)

Jacobson, Susan K. (1997). Rapid Assessment for Conservation Education (Race). Journal of Environmental Education, v28 n3 p10-19 Spr 1997 The Rapid Assessment for Conservation Education (RACE) provides guidelines and tools for identifying conservation education needs and recommending subsequent actions. Interviews, surveys, workshops, and public meetings are among the methods of qualitative and quantitative data collection used to gather information quickly and inexpensively. Discusses the impact of RACE conservation education activities in the Bay Islands, Honduras. (AIM) EJ543559

Jennings, James E. (1997). Cefpi's Heart to Honduras Educational Facilities Team. Educational Facility Planner, v34 n2 p4 1997 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. (GR) EJ556966

Jennings, Zellynne D.; Edmond, Daniel. (May 1986). Belize's Rural Education and Agriculture Programme: Some Factors That Have Contributed to Its Success. Belize (formerly British Honduras) has achieved a good deal of success with its Rural Education and Agriculture Programme (REAP). REAP was initiated in 1976 to create the attitudes and provide the skills necessary for rural youth to make meaningful contributions to the country's agricultural development. Initiated by an intraministerial and international agency group, REAP was conceived in three phases extending over a 10-year period. During the pilot phase (1976 to 1979) the program was tested in eight primary schools in three of the country's six districts and in one secondary school. A special program was developed to train teachers for the REAP program, and outdoor education centers were constructed in each pilot school to give students an opportunity to apply their learning in an agricultural setting. The main thrust of the district level phase (1979 to 1982) was the expansion of REAP to all six districts in Belize with the gradual transfer of much of the technical and material assistance received from foreign agencies to the government ministries, district-level officials, and community groups and service organizations. REAP's national-level phase began in 1982. REAP has received favorable evaluations from students and teachers alike, and 80 percent of the program's graduates have remained in rural Belize in some form of agriculture. The program is not without shortcomings, including perhaps too much stress on gardening at the expense of academic training. Despite these, there is little evidence to suggest that the program's goal of becoming a real force in Belize's socioeconomic development is overly ambitious. (MN) ED280969

Johannessen, Carl L. (1963). Savannas of Interior Honduras. Berkeley,: University of California Press F1401

Johnson-Dean, Lynn. (May 1986). The Effectiveness of Videotape Programs as a Communication Tool in the Small- Scale Livestock for Rural Farming Women Project, Honduras. This study examines economic development in Third World countries and the use of portable video systems in development projects. The study, conducted in 1985, attempts to measure the level of effectiveness of videotape programs as a communication tool for training rural subsistence women in Honduras in technical aspects of pig-keeping. Classical communication and development models posit a downward, vertical process from small elite to mass of receivers. Participatory communication, however, suggests the involvement of marginal groups in their own social and economic futures. From the 1940s to the early 1970s, development theories shifted from emphasizing modernization toward more choice-based economic and public-policy approaches. Most modernization programs today continue to support a relationship in which one group is economically maintained at the expense of another. International development programs develop national modernization projects that often fail to incorporate effective input from local people. By entering the global market, developing nations often deny themselves opportunities for economic self-sufficiency. It may be possible to have successful small-scale development programs which help promote self-sufficiency among marginal groups without requiring the dramatic economic, political, and social changes necessary for modernization. Advanced video technology widens opportunities for improved participatory communication. The concluding chapter suggests that the Honduran women understood and used the videotaped pig-keeping information. It recommends changes in the videotape project, however, to make it more participatory and more responsive to local needs. A bibliography with over 80 items is followed by extensive appendixes which include a questionnaire given to the Small Scale Livestock Project population who went to the United States. (TES) ED334030

Jones, Grant D. (1971). The Politics of Agricultural Development in Northern British Honduras. Winston-Salem, N. C.: Overseas Research Center Wake Forest University Hd1799

Jorgenson, Olaf. (2001). A Transforming Process in Honduras: Implementing Service Learning with Privileged Children. Journal of School Leadership, v11 n1 p63-71 Jan 2001 Poverty-stricken Honduras offers unlimited service-learning opportunities. In one international school, service learning has become part of school culture. Innovative hospital and shelter projects have transformative potential for the school's aristocratic students, who are likely to become Honduras's future leaders and shape the country's future. (MLH) EJ622968

Kabouchy Clough, Ava. (1999). A Study of the Participatory Action Research Approach with Members of a Xicaque Indian Village in Honduras., EdD 1999 kab

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. (Author/CCM) ED445883

Kelly, Joyce. (1996). An Archaeological Guide to Northern Central America : Belize, Guatemala, Honduras, and El Salvador. Norman: University of Oklahoma Press F1435 .k47 1996

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. (MN) ED420791

Koebel, W. H. (1917). Central America: Guatemala, Nicaragua, Costa Rica, Honduras, Panama, and Salvador. London,: T. F. Unwin ltd. 917.28 917.28 k81 norlin

Koop, Gerhard S. (1991). Pioneer Years in Belize. Belize City, Belize, C.A.: G.S. Koop F1457.m45 b413 1991

Krausse, Gerald H., Dyer, Christopher L., & University of Colorado Boulder. Natural Hazards Research and Applications Information Center. (2000). There's a Big Wind a Comin' a Profile of Survival and the Culture of Response after Hurricane Mitch on Isla Guanaja, Honduras. [Boulder, Colo.: Natural Hazards Center Documents the impacts of Mitch on the coastal population, local marine resources, and tourism infrastructure. Ucb6/57.15/123/internet [more]

Kucij, Daniel N. (17 Dec 1985). Problems and Promises: Vocational Development for Disabled Youth in Honduras. Issues in vocational development for disabled youth in Honduras, Central America, were the focus of an intensive short-term qualitative research effort. Among the research objectives were identifying promising employment opportunities and determining areas where modest investments of technical assistance or other resources would have maximum impact. Researchers reviewed documents (previously completed surveys or reports) and on-site personal interviews with such individuals as employed and unemployed disabled youth, employers, parents of handicapped youth, technical assistance agencies, professional special education and rehabilitation personnel, and government officials. The introductory chapter is followed by nine chapters which deal with the following areas: problems and promises, the country, disabled people, employment/economy, employment of disabled youth, learning from experience, analysis and general observations, main findings and recommendations, and personal closing statements. A page of references concludes the document. The recommendations focus on activities to be conducted by an umbrella organization of special education, training, rehabilitation and advocacy groups. Activities will include a public awareness campaign, professional training, encouragement of integrated school services, and creation of three employment generation activities. (DB) ED284400

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. (SV) ED462234

Lapper, Richard, Painter, James, & Latin America Bureau. (1985). Honduras : State for Sale. London: Latin America Bureau F1506 F1506 .l32 1985 norlin

Le Page, R. B. (Apr 1972). Preliminary Report on the Sociolinguistic Survey of Multilingual Communitics, Part I: Survey of Cayo District, British Honduras. Language in Society, 1, 1, 155-172 Apr 1972 Survey supported by the Social Science Research Council in London, the Ford Foundation, the Centre National de la Recherche Scientifique in Paris, and the Universities of York and Strasbourg. (VM) EJ059256

Leiva Vivas, Rafael. (1989). Posición De Centroamérica En La Guerra Del Pacífico. Tegucigalpa, Honduras: Universidad Nacional Autónoma de Honduras Editorial Universitaria F3097 .l42 1989 983.06/1

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. (BT) ED448087

Leyva, Héctor M., Catholic Church. Diocese of Choluteca (Honduras). Centro de Publicaciones., & Centro de Estudios Históricos y Sociales para el Desarrollo de Honduras. (1991). Documentos Coloniales De Honduras. Tegucigalpa, Honduras: Centro de Publicaciones Obispado de Choluteca : Centro de Estudios Históricos y Sociales para el Desarrollo de Honduras F1507 .d63 1991 972.83

Li, Gertraude Roth. (Mar 1982). El Salvador and Its Refugees. Since a 1979 coup, El Salvador has been ruled by a civilian-military junta supported by the oligarchy; officially, the junta is committed to social and economic reforms. Civilian guerrillas oppose the government which they believe is not interested in real reform. The United States supplies financial and military aid to the junta and believes the guerrillas to be Cuban and Soviet incited and supported and therefore a threat to U.S. national security. Fear for their lives and the inability to make a living have forced many Salvadorans to leave their country and become refugees in Central America, nearby Honduras, Guatemala, and Mexico. Recently, efforts have been made to remove refugees from Honduras in order to clear the boarders of guerrilla sympathizers. Thousands of Salvadorans attempting to enter the U.S. have been denied political asylum because U.S. policy supports the Salvadoran government. Those Salvadorans who have been apprehended for entering the U.S. illegally are jailed, denied due process, and in most cases forcibly returned to El Salvador where they face possible death. Salvadorans in U.S. detention centers have to deal with enormous psychological pressures, poor living conditions, and inadequate legal advice and assistance. A humane concern for Salvadorans, whose lives would be endangered by deportation, ought to override political considerations concerning action in El Salvador. (Author/MJL) ED219473

Linder, Kjell. (Jan 1990). Functional Literacy Projects and Project Proposals: Selected Examples. A Special Study for the World Conference on Education for All (Thailand, March 5-9, 1990). Part I of this report describes projects in progress in nine countries: Bangladesh (Mass Education through Small Local Organizations), China (Multi- purpose Adult Education Schools and Resource Centres), Ethiopia (Literacy and Post-Literacy Programme), Jamaica (Jamaican Movement for the Advancement of Literacy), Nepal (Training for Vocational Skills through Nonformal Adult Education), Nicaragua (National Literacy Campaign and Its Follow-up), Sierra Leone (Literacy and Civic Education for Women), Somalia (Functional Literacy and Civic Education for Women), and People's Democratic Republic of Yemen (National Literacy and Adult Education Programme). A comparative summary provided for each project outlines objectives, approach, results, literacy use, and UNESCO involvement. A narrative description of the project follows. Part II contains proposals for projects in 11 countries: People's Republic of China (Tibet), Ecuador, Jordan (the West Bank), People's Democratic Republic of Korea, Mongolia, Niger, Papua New Guinea, Sri Lanka, Central America (Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, and Panama), seven Pacific Island states, and Vietnam. Each proposal consists of these components: country, project title, implementing authority, duration, overall objectives, external funds needed, situation/problem, approach, outputs, and budget. (YLB) ED330833

Lines, Jorge A., & Associated Colleges of the Midwest. (1967). Anthropological Bibliography of Aboriginal Guatemala, British Honduras; Bibliografía Antropológica Aborigen De Guatemala, Belice ( Provisional ed.). San José, Costa Rica,: Tropical Science Center Z1208.g8 l5 016.9704/281 Z5114

Lines, Jorge A., Shook, Edwin M., & Olien, Michael D. (1966). Anthropological Bibliography of Aboriginal Honduras = Bibliografía Antropológica Aborigen De Honduras ( Provisional ed.). San Jose, Costa Rica: Tropical Science Center Z5114 Z5114 l45 norlin

Lippman, Hal, Pranke, Patrick, & United States. Agency for International Development. (1998). Democratic Local Governance in Honduras. Arlington, VA.: U.S. Agency for International Development S 18.2:Ho 6

Loker, William Meverell. (1986). Agricultural Ecology and Prehistoric Settlement in the El Cajon Region of Honduras., T 1986 l836 Norlin

López Lazo, José D. (1994). Voces De La Literatura Hondureña Actual ( 1. ed.). Tegucigalpa, M.D.C.: Editorial Universitaria Pq7500 .l66 1994 norst

López R, J. Evaristo, & Becerra, Longino. (1989). Honduras : 40 Pintores ( 1a ed.). [Tegucigalpa, D.C., Honduras]: Baktun Editorial Nd279 Nd279 .l671 1989