Cover -- Title Page -- Copyright -- Contents -- Acknowledgements -- Part One: In Theory -- Chapter 1 Genetics, Schools, and Learning -- The Aims and Assumptions of Education -- Diverse Opportunities to Draw Out Individual Potential -- DNA in the Classroom -- In Summary. . . -- Chapter 2 How We Know What We Know -- Twins: A Natural Experiment -- DNA Sequencing -- Chapter 3 The 3Rs: Reading, wRiting. . . -- From DNA to ABC -- Environmental Influences on Reading Ability -- Struggling Readers -- The Genetics of Writing Ability -- Chapter 4 . . . and 'Rithmetic -- So, Why are Some People Better at Math than Others? -- How does Nurture Affect Mathematical Ability? -- Chapter 5 Physical Education: Who, What, Why, Where, and How? -- Genes, Sports, and Smoking -- Obesity, Genes, and Environment -- The Heritability of Fitness -- Gym Class Heroes -- In Summary. . . -- Chapter 6 Science: A Different Way of Thinking? -- Differences Between the Sexes -- In Summary. . . -- Chapter 7 How do IQ and Motivation Fit In? -- IQ + Genetics = Controversy (and Name-calling) -- Self-Confidence and Motivation -- Improving Confidence and Cognition in the Classroom -- Chapter 8 Special Educational Needs: Ideas and Inspiration -- The Expansion of Special Educational Needs -- Personalized Learning in Action -- In Summary. . . -- Chapter 9 "Clones'' in the Classroom -- Positivity and Achievement -- Clones in the Classroom -- Chapter 10 Mind the Gap: Social Status and School Quality -- Low SES: What Does It Look Like? -- What Does the Heritability of SES Mean? -- School Quality -- Chapter 11 Genetics and Learning: The Big Ideas -- Big Idea #1: Achievement and Ability Vary, Partly for Genetic Reasons -- Big Idea #2: The Abnormal is Normal -- Big Idea #3: Continuity is Genetic and Change is Environmental -- Big Idea #4: Genes are Generalists and Environments are Specialists.

Big Idea #5: Environments are Influenced by Genes -- Big Idea #6: The Environments that Matter Most are Unique to Individuals -- Big Idea #7: Equality of Opportunity Requires Diversity of Opportunity -- Part Two: In Practice -- Chapter 12 Personalization in Practice -- So, What Can Be Done to Make Teaching and Learning More Personalized? -- A Good "Mindset'' for Learning -- Other Ways to Personalize Learning -- In Summary. . . -- Chapter 13 Eleven Policy Ideas -- 1. Minimize the Core Curriculum and Test Basic Skills -- 2. Increase Choice -- 3. Forget About Labels -- 4. Teach the Child, As Well As the Class -- 5. Teach Children How To Succeed -- 6. Promote Equal Opportunities from an Early Age as a Foundation for Social Mobility in the Future -- 7. Equalize Extracurricular Opportunities at School -- 8. Create a Two Stage PE Program -- 9. Change the Destination -- 10. Train New Teachers in Genetics and Give Them the Tools to Put it Into Practice -- 11. Big Is Beautiful -- Chapter 14 Education Secretary for a Day -- Index.

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.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.