{"product_id":"g-is-for-genes-9781118482780","title":"G Is for Genes","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003ci\u003eG is for Genes\u003c\/i\u003e shows how a dialogue between geneticists and educationalists can have beneficial results for the education of all childrenand can also benefit schools, teachers, and society at large.\u003c\/p\u003e \u003cp\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003eDraws 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\u003c\/li\u003e \u003cli\u003eOffers a unique viewpoint by bringing together genetics and education, disciplines with a historically difficult relationship\u003c\/li\u003e \u003cli\u003eShows that genetic influence is not the same as genetic determinism and that the environment matters at least as much as genes\u003c\/li\u003e \u003cli\u003eDesigned to spark a public debate about what naturally-occurring individual differences mean for education and equality\u003c\/li\u003e \u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"\u003ci\u003eG is for Genes\u003c\/i\u003e is a controversial book and this is exactly why it certainly makes an interesting reading.\" (\u003ci\u003eBirth Defects Research Part A: Clinical And Molecular Teratology\u003c\/i\u003e, 15 December 2014)\u003c\/p\u003e \u003cp\u003e\"This is a most important book for educationists, teachers, psychologists, parents and learners.\" (\u003ci\u003eSouth West Review\u003c\/i\u003e, 1 June 2014\u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eG is for Genes\u003c\/i\u003e is an easy-to read book for a general audience, providing an extensive overview of findings from behavioral genetic studies related to education and achievement.\" (\u003ci\u003eTwin Research and Human Genetics\u003c\/i\u003e, 1 May 2014)\u003c\/p\u003e \u003cp\u003e\"In sum, \u003ci\u003eG Is for Genesis\u003c\/i\u003e an admirable effort by two authors who are excellent translational scholars. It alights on a number of important educational issues and does so in a reasoned and constructive manner.\" (\u003ci\u003ePsycCRITIQUES\u003c\/i\u003e, 7 April 2014)\u003c\/p\u003e \u003cp\u003e\"This book breaks down complex science in an engaging and accessible way so that the wider audience can enjoy reading about genetic research, molecular biology, genome screening and most relevantly the implications for education.\" (\u003ci\u003eEarly Years Educator\u003c\/i\u003e, 1 February 2014)\u003c\/p\u003e \u003cp\u003e\"This book breaks down complex science in an engaging and accessible way so that the wider audience can enjoy reading about genetic research, moelecular biology, genome screening and, most relevantly, the implications for education.\" (\u003ci\u003eEarly Years Educator,\u003c\/i\u003e February 2014)\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAcknowledgements\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One In Theory 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Genetics, Schools, and Learning 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Aims and Assumptions of Education 4\u003c\/p\u003e \u003cp\u003eDiverse Opportunities to Draw Out Individual Potential 8\u003c\/p\u003e \u003cp\u003eDNA in the Classroom 10\u003c\/p\u003e \u003cp\u003eIn Summary 11\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 How We Know What We Know 14\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTwins: A Natural Experiment 15\u003c\/p\u003e \u003cp\u003eDNA Sequencing 18\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 The 3Rs: Reading, wRiting 22\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFrom DNA to ABC 24\u003c\/p\u003e \u003cp\u003eEnvironmental Influences on Reading Ability 31\u003c\/p\u003e \u003cp\u003eStruggling Readers 34\u003c\/p\u003e \u003cp\u003eThe Genetics of Writing Ability 38\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 and ’Rithmetic 42\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSo, Why are Some People Better at Math than Others? 43\u003c\/p\u003e \u003cp\u003eHow does Nurture Affect Mathematical Ability? 52\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Physical Education: Who, What, Why, Where, and How? 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGenes, Sports, and Smoking 62\u003c\/p\u003e \u003cp\u003eObesity, Genes, and Environment 64\u003c\/p\u003e \u003cp\u003eThe Heritability of Fitness 67\u003c\/p\u003e \u003cp\u003eGym Class Heroes 69\u003c\/p\u003e \u003cp\u003eIn Summary 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Science: A Different Way of Thinking? 78\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDifferences Between the Sexes 85\u003c\/p\u003e \u003cp\u003eIn Summary 87\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 How do IQ and Motivation Fit In? 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIQ + Genetics = Controversy (and Name-calling) 95\u003c\/p\u003e \u003cp\u003eSelf-Confidence and Motivation 98\u003c\/p\u003e \u003cp\u003eImproving Confidence and Cognition in the Classroom 100\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Special Educational Needs: Ideas and Inspiration 105\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Expansion of Special Educational Needs 110\u003c\/p\u003e \u003cp\u003ePersonalized Learning in Action 113\u003c\/p\u003e \u003cp\u003eIn Summary 114\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 ‘‘Clones’’ in the Classroom 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePositivity and Achievement 122\u003c\/p\u003e \u003cp\u003eClones in the Classroom 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Mind the Gap: Social Status and School Quality 126\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLow SES: What Does It Look Like? 129\u003c\/p\u003e \u003cp\u003eWhat Does the Heritability of SES Mean? 133\u003c\/p\u003e \u003cp\u003eSchool Quality 136\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Genetics and Learning: The Big Ideas 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBig Idea #1: Achievement and Ability Vary, Partly for Genetic Reasons 141\u003c\/p\u003e \u003cp\u003eBig Idea #2: The Abnormal is Normal 142\u003c\/p\u003e \u003cp\u003eBig Idea #3: Continuity is Genetic and Change is Environmental 143\u003c\/p\u003e \u003cp\u003eBig Idea #4: Genes are Generalists and Environments are Specialists 144\u003c\/p\u003e \u003cp\u003eBig Idea #5: Environments are Influenced by Genes 144\u003c\/p\u003e \u003cp\u003eBig Idea #6: The Environments that Matter Most are Unique to Individuals 145\u003c\/p\u003e \u003cp\u003eBig Idea #7: Equality of Opportunity Requires Diversity of Opportunity 146\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two In Practice 147\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Personalization in Practice 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSo, What Can Be Done to Make Teaching and Learning More Personalized? 150\u003c\/p\u003e \u003cp\u003eA Good ‘‘Mindset’’ for Learning 153\u003c\/p\u003e \u003cp\u003eOther Ways to Personalize Learning 158\u003c\/p\u003e \u003cp\u003eIn Summary 159\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 Eleven Policy Ideas 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1. Minimize the Core Curriculum and Test Basic Skills 161\u003c\/p\u003e \u003cp\u003e2. Increase Choice 163\u003c\/p\u003e \u003cp\u003e3. Forget About Labels 165\u003c\/p\u003e \u003cp\u003e4. Teach the Child, As Well As the Class 166\u003c\/p\u003e \u003cp\u003e5. Teach Children How To Succeed 168\u003c\/p\u003e \u003cp\u003e6. Promote Equal Opportunities from an Early Age as a Foundation for Social Mobility in the Future 170\u003c\/p\u003e \u003cp\u003e7. Equalize Extracurricular Opportunities at School 172\u003c\/p\u003e \u003cp\u003e8. Create a Two Stage PE Program 172\u003c\/p\u003e \u003cp\u003e9. Change the Destination 173\u003c\/p\u003e \u003cp\u003e10. Train New Teachers in Genetics and Give Them the Tools to Put it Into Practice 175\u003c\/p\u003e \u003cp\u003e11. Big Is Beautiful 177\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 Education Secretary for a Day 178\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIndex 189\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49406877729111,"sku":"9781118482780","price":59.21,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118482780.jpg?v=1730497422","url":"https:\/\/bookcurl.com\/products\/g-is-for-genes-9781118482780","provider":"Book Curl","version":"1.0","type":"link"}