Asbury / Plomin G is for Genes

The Impact of Genetics on Education and Achievement
1. Auflage 2013
ISBN: 978-1-118-48279-7
Verlag: John Wiley & Sons
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 224 Seiten, E-Book

Reihe: Understanding Children's Worlds

G is for Genes shows how a dialogue between geneticistsand educationalists can have beneficial results for the educationof all children--and can also benefit schools, teachers, andsociety 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 andeducation, disciplines with a historically difficultrelationship
* Shows that genetic influence is not the same as geneticdeterminism and that the environment matters at least as much asgenes
* Designed to spark a public debate about whatnaturally-occurring individual differences mean for education andequality

Autoren/Hrsg.

Asbury, Kathryn

Plomin, Robert

Inhaltsverzeichnis

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

Über Autor(innen)

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