Comment on Asbury and Wai (2019), "Viewing Education Policy through a Genetic Lens," "Journal of School Choice"

Autor/inn/en	Byrne, Brian; Little, Callie W.; Olson, Richard K.; Larsen, Sally A.; Coventry, William L.; Weymouth, Rachel
Titel	Comment on Asbury and Wai (2019), "Viewing Education Policy through a Genetic Lens," "Journal of School Choice"
Quelle	In: Journal of School Choice, 14 (2020) 3, S.501-515 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
DOI	10.1080/15582159.2020.1779577
Schlagwörter	Educational Policy; Educational Finance; Financial Support; Resource Allocation; Best Practices; Intervention; Educational Research; Genetics; Behavioral Science Research; Statistical Analysis; Disability Identification; Dyslexia; Twins; Foreign Countries; Literacy; National Competency Tests; Numeracy; Australia; Colorado; Scandinavia; United Kingdom; Canada; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsfonds; Finanzielle Förderung; Ressourcenallokation; Bildungsforschung; Pädagogische Forschung; Humangenetik; Statistische Analyse; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Twin; Zwilling; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Australien; Skandinavien; Großbritannien; Kanada
Abstract	Asbury and Wai ("Journal of School Choice," 2019) perform a valuable service by summarizing much available behavior--genetic research on academic achievement. However they consider that no specific policies stem from the research body at this time. Here we do propose a policy based on some of our research using twins, namely that available funding for students struggling with learning to read be targeted to them individually rather than allocated to schools per se. We briefly canvass some practical issues, such as the variety of funding mechanisms, best-practice intervention techniques, and identification of struggling readers. We also outline a general research strategy for uncovering factors contributing to educational attainment that takes behavior-genetic research as its starting point and drills down from there, and advocate including genetically-sensitive methods in a growing list of quantitative research techniques in education. [For Asbury and Wai's "Viewing Education Policy through a Genetic Lens," see EJ1259282.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01