02848nam 2200685 450 991081737900332120230803201428.01-118-48280-81-118-48279-41-118-48276-X1-118-48281-6(CKB)3460000000124159(EBL)1378781(OCoLC)857968530(SSID)ssj0000981857(PQKBManifestationID)11572359(PQKBTitleCode)TC0000981857(PQKBWorkID)10983325(PQKB)10164559(OCoLC)857792973(MiAaPQ)EBC1378781(Au-PeEL)EBL1378781(CaPaEBR)ebr10756835(CaONFJC)MIL516106(EXLCZ)99346000000012415920130730h20142014 uy| 0engur|n|---|||||txtccrG is for genes the impact of genetics on education and achievement /Kathryn Asbury and Robert PlominChichester, West Sussex :John Wiley & Sons,[2014]©20141 online resource (211 p.)Understanding children's worldsDescription based upon print version of record.1-299-84855-9 1-118-48278-6 Includes bibliographical references and index.part one. In theory -- part two. In practice."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"--Provided by publisher.Understanding Children's WorldsLearning abilityGenetic aspectsAcademic achievementBehavior geneticsLearning abilityGenetic aspects.Academic achievement.Behavior genetics.370.15/23PSY012000bisacshAsbury Kathryn1632802Plomin Robert1948-144212MiAaPQMiAaPQMiAaPQBOOK9910817379003321G is for genes3972218UNINA