Asbury, Kathryn orcid.org/0000-0003-0011-457X and Wai, Jonathan (2019) Viewing education policy through a genetic lens. Journal of School Choice.
Abstract
This paper introduces a literature from outside the field of education research and policy that we argue has potential to enhance both policy and practice. This field, behavioral genetics, has amassed highly replicable findings spanning more than half a century. Although no necessary policy implications follow from the evidence we review here, taking a ‘genetic lens’ may offer education researchers and policy-makers an opportunity to look at existing research in a fresh way; and to ask new questions and design new solutions. Incorporating evidence from behavioral genetics into interpretations of education and policy data can help researchers and decision makers better understand why some education policies have worked while others have not, and inform broader discussions of equality, fairness, and disadvantage in education
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2019 Taylor & Francis. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details. |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 13 Dec 2019 10:00 |
Last Modified: | 02 Apr 2025 23:17 |
Published Version: | https://doi.org/10.1080/15582159.2019.1705008 |
Status: | Published online |
Refereed: | Yes |
Identification Number: | 10.1080/15582159.2019.1705008 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:154592 |
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