Kathryn Asbury, Robert Plomin

G Is for Genes

The Impact of Genetics on Education and Achievement

• Gebundenes Buch

Produktbeschreibung

In this world of astonishing progress in molecular biology, genome screening is no longer in the realm of science fiction--some believe it may soon become the norm. Yet while most are aware of the powerful role that genetics plays in the learning and development of children, the dialogue between geneticists and educationalists has been sorely lacking. G is for Genes bridges the divide to show how this overdue debate can, in fact, lead to beneficial results in the education of all children--and may also benefit schools, teachers, and society at large. Utilizing an engaging writing style that breaks down complex science for a wide audience, the authors draw on a wealth of behavioural genetic research to show that genetic influence is not the same as genetic determinism and how, in many instances, genes are expressed differently in different environments. The authors also present their vision of what the genetically sensitive school of the near future might look like, along with a series of policy recommendations to facilitate a consideration of genetic influence on learning in the context of schools and classrooms. Of vital interest to parents, educators, and policy makers alike, G is for Genes offers invaluable insights into one of most important pieces of the intricate puzzle that makes up a child's life.

---

Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Verlag: Wiley
• Seitenzahl: 224
• Erscheinungstermin: 4. Dezember 2013
• Englisch
• Abmessung: 235mm x 157mm x 16mm
• Gewicht: 464g
• ISBN-13: 9781118482780
• ISBN-10: 1118482786
• Artikelnr.: 36725843

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
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 Inspiration 105
The Expansion of Special Educational Needs 110
Personalized Learning in Action 113
In Summary 114
Chapter 9 ''Clones'' in the Classroom 115
Positivity and Achievement 122
Clones in the Classroom 122
Chapter 10 Mind the Gap: Social Status and School Quality 126
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 Genetic Reasons 141
Big Idea #2: The Abnormal is Normal 142
Big Idea #3: Continuity is Genetic and Change is Environmental 143
Big Idea #4: Genes are Generalists and Environments are Specialists 144
Big Idea #5: Environments are Influenced by Genes 144
Big Idea #6: The Environments that Matter Most are Unique to Individuals
145
Big Idea #7: Equality of Opportunity Requires Diversity of Opportunity 146
Part Two In Practice 147
Chapter 12 Personalization in Practice 149
So, What Can Be Done to Make Teaching and Learning More Personalized? 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 Foundation for 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 to Put 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