G is for Genes: The Impact of Genetics on Education and Achievement

G is for Genes: The Impact of Genetics on Education and Achievement

Kathryn Asbury

Language: English

Pages: 216

ISBN: 1118482816

Format: PDF / Kindle (mobi) / ePub


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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

they may inherit genes that do not favor reading along with a home environment that is not conducive to developing a love of reading. A double whammy. In an evocative genotype–environment correlation a child who is genetically predisposed towards a love of reading may evoke different behaviors from family and friends than a child who is not. They may be read stories, taken to the library and bought books as presents. They might be referred to as a bookworm, making a love of reading part of their

different nurture. In Summary . . . So, in the light of genetic research, what does sport, and particularly school sport, mean for the majority of young people who fall short of being world-class? Well, like most school subjects, one would hope to make it enjoyable for pupils but, as with mathematics, literature, and science, that is not an educational end in itself. PE can be used to foster personal attributes such as motivation, competitiveness, teamwork, and confidence; however, whether these

(2000). Self-Theories: Their Role in Motivation, Personality and Development. New York: Psychology Press. Plotz, D. (2005). The Genius Factory: The Curious History of the Nobel Prize Sperm Bank. New York: Random House. An entertaining and fascinating account of Plotz’s follow-up of the babies born of the Nobel Prize sperm bank, the Repository for Germinal Choice. Chapter 8 Special Educational Needs: Ideas and Inspiration Given the importance of genes to learning ability and academic

although in some areas – and especially during budget cuts – their parents may, rather disgracefully, still have to fight for it. A statement may lead, for example, to a mainstream school being given money to provide the child with a one-to-one helper. When this works well, the helper can personalize the child’s education by taking the class teacher’s lesson and presenting it in a way that is in tune with what they know about the individual child and about the disorder that has led to their

developing and supporting individual children. Delaying formal learning does not have a negative effect in countries where it is the norm. For this reason we do not think that the focus of preschool needs to be on reading, unless that is what a particular child seems to crave. However, a focus on developing a growth mindset, IQ, social, and thinking skills, and self confidence, would seem to be a good idea. Preschools should be used to enhance school-readiness for all children and by making

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