G Is for Genes - (Understanding Children's Worlds) by Kathryn Asbury & Robert Plomin (Hardcover)

About the Book

"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"--

Book Synopsis

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

From the Back Cover

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.

Review Quotes

"G is for Genes is a controversial book and this is exactly why it certainly makes an interesting reading." (Birth Defects Research Part A: Clinical And Molecular Teratology, 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 general audience, providing an extensive overview of findings from behavioral genetic studies related to education and achievement." (Twin Research and Human Genetics, 1 May 2014)

"In sum, G Is for Genesis 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." (PsycCRITIQUES, 7 April 2014)

"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." (Early Years Educator, 1 February 2014)

"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." (Early Years Educator, February 2014)

About the Author

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.