DNA Dreams': Teacher Perspectives on the Role and Relevance of Genetics for Education

Autor/in	Martschenko, Daphne
Titel	DNA Dreams': Teacher Perspectives on the Role and Relevance of Genetics for Education
Quelle	In: Research in Education, 107 (2020) 1, S.33-54 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
DOI	10.1177/0034523719869956
Schlagwörter	Teacher Attitudes; Genetics; Intelligence; Role; Academic Achievement; Nature Nurture Controversy; Educational Policy; Academic Ability + Suchen Sie Ihr Suchwort? Lehrerverhalten; Humangenetik; Intelligenz; Klugheit; Rollen; Schulleistung; Umweltdebatte; Politics of education; Bildungspolitik
Abstract	Behavioural genetics regards intelligence and educational attainment as highly heritable (genetically influenced) and polygenic (influenced by many genes) traits. Researchers in the field have moved beyond identifying whether and how much genes influence a given outcome to trying to pinpoint the genetic markers that help predict them. In more recent years, behavioural genetics research has attempted to cross-over into the field of education, looking to play a role in education research and the construction of education policy. In response to these developments, this paper explores PreK-12 American educators' perceptions of intelligence in relation to genetics and their views on the relevance of behavioural genetics findings for education. It does so within the context of an ugly history tied to race and racism and an uncertain future. Findings from this mixed-methods study suggest that US teachers believe that genetics play an important role in a student's intelligence and academic achievement. Furthermore, teachers are open to learning more about the inclusion of genetics research in education policy. At the same time, however, teachers believe that the environment, and in particular parents and a child's home environment, plays a substantial role in a student's abilities and education outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01