Office: Violette Hall 2356            E-Mail: jgrow@truman.edu            Office Phone: 785-4390

Courses        Teaching and Research Projects      Vita
 

Korean Mathematics

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Courses:

Ed 389  Foundations of Education
Course Syllabus 389

Ed 393  Clinical Experiences in Teaching
Course Syllabus 393

            Pilot Ed 393 in Francis Howell School District
              May Interim
            Article by Grow and Crook

ED 681  Research Study in Education
Student Work
    Sebastiao
    Dick
    Quinn

ED 609  Teaching Internship

JINS 305 Issues in Democratic Institutions
Course Syllabus 305

Teaching and Research Projects:

The Eisenhower Mathematics Initiative

The Mathematics modules for K-6 were developed by Missouri teachers in 2001 and 2002 and are designed to build the conceptualization component in instruction of number, operations, measurement, spatial sense, and geometry.  These concept modules are designed to be integrated into traditional curriculum, as well as into other reform materials such as Everyday Mathematics, Investigations, or Trailblazers.  A major resource for the development of these modules is the translations of a Korean text book series used in the national curriculum of Korea in 1996.  

This article reports results of a collaborative study of mathematics instruction in 1st and 5th grades in 5 schools in Pusan, Korea.  The purpose of this collaborative effort was to describe classroom structures and processes in mathematics lessons, using the instruments and  methodology developed by Stigler and Stevenson for their studies in Japan, Taiwan, and the United States (H.W. Stevenson et al., 1987; J.W. Stigler, S. -Y. Less, G.W. Lucker, & H. W. Stevenson, 1982). Classes in Korea were teacher centered and organized in the whole-class structure.  Lessons were made up of sequences of highly organized, systematic patterns of instruction dominated by teacher questions that included higher level procedural and conceptual questions.  Instructional sequences were followed by short periods of practice and evaluation.  Systematic conceptual development of mathematical procedures characterized the lesson content.  These observations have implications for educators on both sides of the Pacific interested in why Asian students perform so well on international tests of mathematical achievement compared with students in the United States.

Journal of Educational Psychology, 2001, Vol. 93, No. 2, 363-376

Translation and Analysis of 
Korean Elementary Mathematics Textbooks

Report to the NSF for ESIE 0086580.  Korean Mathematics

Philosophical and Structural Perspectives 
in Teacher Education

Janice Grow-Maienza

In The Teacher Educator's Handbook: Building a Knowledge Base 
for the Preparation of Teachers.  Frank B. Murray, Editor.
San Francisco: Jossey Bass, 1996.

Jossey Bass    Abstract

A Communicative Approach to Language Teaching for Lecturers in Indonesia Preparing to Study Abroad

Janice Grow
Visiting Consultant 
Institut Keguruan dan Ilmu Pendidikan Jakarta

This paper describes an experiment conducted in an intensive three-week English language course conducted for non-English-speaking faculty members at the Institut Keguruan dan Ilmu Pendidikan Jakarta in Jakarta, Indonesia.  The approach used in the course represented an effort to provide an opportunity for intensive practice of the language in  meaningful, purposive communication as an alternative to a traditional approach which focuses primarily on form.  

IIn RELC Guidelines: A Periodical for Classroom Language Teachers
Vol. 9 No. 2 December 1987: 81-89

Article    RELC

Native American Literature
for the Elementary and Secondary Curricula

Sinte Gleska College, 1985-1987

Violet Two Eagles, Rosebud Sioux — 1985
Children's Story in the form of Winter Count on deer skin