Kathryn Asbury, Robert Plomin

G is for Genes (eBook, PDF)

The Impact of Genetics on Education and Achievement

• Format: PDF

Produktbeschreibung

G is for Genes shows how a dialogue between geneticists and educationalists can have beneficial results for the education of all children--and can also benefit schools, teachers, and society at large. * Draws on behavioral genetic research from around the world, including the UK-based Twins' Early Development Study (TEDS), one of the largest twin studies in the world * Offers a unique viewpoint by bringing together genetics and education, disciplines with a historically difficult relationship * Shows that genetic influence is not the same as genetic determinism and that the environment matters at least as much as genes * Designed to spark a public debate about what naturally-occurring individual differences mean for education and equality

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Produktdetails

• Verlag: John Wiley & Sons
• Seitenzahl: 224
• Erscheinungstermin: 4. September 2013
• Englisch
• ISBN-13: 9781118482797
• Artikelnr.: 39420479

Autorenporträt

Kathryn Asbury is a Lecturer in the Centre for Psychology in Education at the University of York, UK. She has published widely on the influence of home and school environments on children's achievement, behavior, and wellbeing. Robert Plomin is the Professor of Behavioural Genetics at the MRC Social, Genetic and Developmental Psychiatry Centre, King's College London, UK. He is the founder and principal investigator of the Twins' Early Development Study (TEDS), and has published more than 500 papers and a dozen books on behavior genetics.

Inhaltsangabe

Acknowledgements xi

Part One In Theory 1

Chapter 1 Genetics, Schools, and Learning 3

The Aims and Assumptions of Education 4

Diverse Opportunities to Draw Out Individual Potential 8

DNA in the Classroom 10

In Summary . . . 11

Chapter 2 How We Know What We Know 14

Twins: A Natural Experiment 15

DNA Sequencing 18

Chapter 3 The 3Rs: Reading, wRiting . . . 22

From DNA to ABC 24

Environmental Influences on Reading Ability 31

Struggling Readers 34

The Genetics of Writing Ability 38

Chapter 4 . . . and 'Rithmetic 42

So, Why are Some People Better at Math than Others? 43

How does Nurture Affect Mathematical Ability? 52

Chapter 5 Physical Education: Who, What, Why, Where, and How?57

Genes, Sports, and Smoking 62

Obesity, Genes, and Environment 64

The Heritability of Fitness 67

Gym Class Heroes 69

In Summary . . . 74

Chapter 6 Science: A Different Way of Thinking? 78

Differences Between the Sexes 85

In Summary . . . 87

Chapter 7 How do IQ and Motivation Fit In? 89

IQ + Genetics = Controversy (and Name-calling) 95

Self-Confidence and Motivation 98

Improving Confidence and Cognition in the Classroom 100

Chapter 8 Special Educational Needs: Ideas and Inspiration105

The Expansion of Special Educational Needs 110

Personalized Learning in Action 113

In Summary . . . 114

Chapter 9 ''Clones'' in the Classroom115

Positivity and Achievement 122

Clones in the Classroom 122

Chapter 10 Mind the Gap: Social Status and School Quality126

Low SES: What Does It Look Like? 129

What Does the Heritability of SES Mean? 133

School Quality 136

Chapter 11 Genetics and Learning: The Big Ideas 141

Big Idea #1: Achievement and Ability Vary, Partly for GeneticReasons 141

Big Idea #2: The Abnormal is Normal 142

Big Idea #3: Continuity is Genetic and Change is Environmental143

Big Idea #4: Genes are Generalists and Environments areSpecialists 144

Big Idea #5: Environments are Influenced by Genes 144

Big Idea #6: The Environments that Matter Most are Unique toIndividuals 145

Big Idea #7: Equality of Opportunity Requires Diversity ofOpportunity 146

Part Two In Practice 147

Chapter 12 Personalization in Practice 149

So, What Can Be Done to Make Teaching and Learning MorePersonalized? 150

A Good ''Mindset'' for Learning 153

Other Ways to Personalize Learning 158

In Summary . . . 159

Chapter 13 Eleven Policy Ideas 161

1. Minimize the Core Curriculum and Test Basic Skills 161

2. Increase Choice 163

3. Forget About Labels 165

4. Teach the Child, As Well As the Class 166

5. Teach Children How To Succeed 168

6. Promote Equal Opportunities from an Early Age as a Foundationfor Social Mobility in the Future 170

7. Equalize Extracurricular Opportunities at School 172

8. Create a Two Stage PE Program 172

9. Change the Destination 173

10. Train New Teachers in Genetics and Give Them the Tools toPut it Into Practice 175

11. Big Is Beautiful 177

Chapter 14 Education Secretary for a Day 178

Index 189

Rezensionen

"G is for Genes" is a controversial book and this isexactly why it certainly makes an interesting reading." (Birth Defects Research Part A: Clinical And MolecularTeratology, 15 December 2014)

"This is a most important book for educationists,teachers, psychologists, parents and learners." (South West Review, 1 June 2014

"G is for Genes is an easy-to read book for a generalaudience, providing an extensive overview of findings frombehavioral genetic studies related to education andachievement." (Twin Research and Human Genetics,1 May 2014)

"In sum, G Is for Genesis an admirable effort by twoauthors who are excellent translational scholars. It alights on anumber of important educational issues and does so in a reasonedand constructive manner." (PsycCRITIQUES, 7April 2014)

Link to TheGuardian - 18 February 2014

"This book breaks down complex science in an engaging andaccessible way so that the wider audience can enjoy reading aboutgenetic research, molecular biology, genome screening and mostrelevantly the implications for education." (EarlyYears Educator, 1 February 2014)Link to BBC -The Forum - 11 November 2013

Link to TheEconomist - 30 November 2013

"This book breaks down complex science in an engaging andaccessible way so that the wider audience can enjoy reading aboutgenetic research, moelecular biology, genome screening and, mostrelevantly, the implications for education." Early Years Educator,February 2014

G is for Genes opened my eyes to how genes influence, butnot determine, the academic pathways of our children. It should bemandatory reading for parents, teachers, and policy-makers. Thebook is engagingly well-written, never condescending, yet addressesthe key findings from the last decades of geneticsresearch.
--Professor Rob Klassen, Psychology in Education ResearchCentre, University of York

The g-word has been a taboo in education. This defies bothscience and common sense, which tell us that children are notindistinguishable blank slates. Kathryn Asbury and Robert Plomin,one of the world's leading behavioral geneticists, show thatan understanding of genes, far from being scary, is indispensableto sound educational policy, promising schools that are both moreeffective and more humane. This may be the most important bookabout educational theory and practice in the new millennium, givingeducators, policy-makers, and parents much to think about.
--Steven Pinker, Johnstone Family Professor of Psychology,Harvard University, and the author of How the Mind Works and TheBlank Slate.

Education has changed little over at least the last sixcenturies. Until everybody concerned with education -administrators, teachers, and parents - understand the materialclearly presented in this book, education will not change. Understanding genetic differences and the effect ofenvironments on them is an essential beginning for any revolutionin education.
--Douglas K. Detterman, Louis D. Beaumont UniversityProfessor Emeritus, Case Western Reserve University