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From the same journal

Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education.

Research output: Contribution to journalArticle

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Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education. / Crosswaite, Madeline Lucy; Asbury, Kathryn.

In: British Journal of Educational Psychology, 26.04.2018.

Research output: Contribution to journalArticle

Harvard

Crosswaite, ML & Asbury, K 2018, 'Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education.', British Journal of Educational Psychology.

APA

Crosswaite, M. L., & Asbury, K. (2018). Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education. British Journal of Educational Psychology.

Vancouver

Crosswaite ML, Asbury K. Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education. British Journal of Educational Psychology. 2018 Apr 26.

Author

Crosswaite, Madeline Lucy ; Asbury, Kathryn. / Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education. In: British Journal of Educational Psychology. 2018.

Bibtex - Download

@article{0d6a31e5c2104d339f736ebc5eb6d4d7,
title = "Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education.",
abstract = "BackgroundDespite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits few studies have explored teachers’ beliefs about, or knowledge of, developments in behavioural genetics related to education.AimsThis study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught. SampleData were gathered from n=402 teachers from a representative sample of UK schools. Teachers from primary and secondary schools, and from across the state and independent sectors, were recruited. MethodsAn on-line questionnaire was used to gather demographic data (gender, age, years of experience, age of children taught and state vs. independent) and also data on beliefs about the relative influence of nature and nurture on cognitive ability; knowledge of behavioural genetics; openness to genetic research in education; and mindset. Data were analysed using descriptive statistics, ANOVA, correlations and multiple regression. ResultsTeachers perceived genetic and environmental factors as equally important influences on cognitive ability, and tended towards a growth mindset. Knowledge about behavioural genetics was low but openness to learning more about genetics was high. Statistically significant differences were observed between groups based on age of children taught (openness higher among primary teachers) and state vs. independent (more growth-minded in state sector).Conclusions Although teachers have a limited knowledge of behavioural genetics they are keen to learn more.",
keywords = "teacher beliefs , cognitive ability, behavioural genetics, education",
author = "Crosswaite, {Madeline Lucy} and Kathryn Asbury",
note = "{\circledC} 2018 The British Psychological Society. 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.",
year = "2018",
month = "4",
day = "26",
language = "English",
journal = "British Journal of Educational Psychology",
issn = "0007-0998",
publisher = "Wiley-Blackwell",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education.

AU - Crosswaite, Madeline Lucy

AU - Asbury, Kathryn

N1 - © 2018 The British Psychological Society. 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.

PY - 2018/4/26

Y1 - 2018/4/26

N2 - BackgroundDespite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits few studies have explored teachers’ beliefs about, or knowledge of, developments in behavioural genetics related to education.AimsThis study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught. SampleData were gathered from n=402 teachers from a representative sample of UK schools. Teachers from primary and secondary schools, and from across the state and independent sectors, were recruited. MethodsAn on-line questionnaire was used to gather demographic data (gender, age, years of experience, age of children taught and state vs. independent) and also data on beliefs about the relative influence of nature and nurture on cognitive ability; knowledge of behavioural genetics; openness to genetic research in education; and mindset. Data were analysed using descriptive statistics, ANOVA, correlations and multiple regression. ResultsTeachers perceived genetic and environmental factors as equally important influences on cognitive ability, and tended towards a growth mindset. Knowledge about behavioural genetics was low but openness to learning more about genetics was high. Statistically significant differences were observed between groups based on age of children taught (openness higher among primary teachers) and state vs. independent (more growth-minded in state sector).Conclusions Although teachers have a limited knowledge of behavioural genetics they are keen to learn more.

AB - BackgroundDespite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits few studies have explored teachers’ beliefs about, or knowledge of, developments in behavioural genetics related to education.AimsThis study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught. SampleData were gathered from n=402 teachers from a representative sample of UK schools. Teachers from primary and secondary schools, and from across the state and independent sectors, were recruited. MethodsAn on-line questionnaire was used to gather demographic data (gender, age, years of experience, age of children taught and state vs. independent) and also data on beliefs about the relative influence of nature and nurture on cognitive ability; knowledge of behavioural genetics; openness to genetic research in education; and mindset. Data were analysed using descriptive statistics, ANOVA, correlations and multiple regression. ResultsTeachers perceived genetic and environmental factors as equally important influences on cognitive ability, and tended towards a growth mindset. Knowledge about behavioural genetics was low but openness to learning more about genetics was high. Statistically significant differences were observed between groups based on age of children taught (openness higher among primary teachers) and state vs. independent (more growth-minded in state sector).Conclusions Although teachers have a limited knowledge of behavioural genetics they are keen to learn more.

KW - teacher beliefs

KW - cognitive ability

KW - behavioural genetics

KW - education

M3 - Article

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

SN - 0007-0998

ER -