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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 25, 2005 - Issue 5
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Original Articles

The Nature–Nurture Question: Teachers’ perceptions of how genes and the environment influence educationally relevant behaviour

Sheila O. Walker King’s College, London, UKCorrespondence[email protected]
&
Robert Plomin King’s College, London, UK
Pages 509-516 | Published online: 19 Jan 2007

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Raees Calafato & Kevin Simmonds. (2023) The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education. Cambridge Journal of Education 53:5, pages 705-724.
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Articles from other publishers (20)

Daphne Oluwaseun Martschenko, Lucas J. Matthews & Maya Sabatello. (2024) Social and Behavioral Genomics: What Does It Mean for Pediatrics?. The Journal of Pediatrics 264, pages 113735.
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David Becker, Salaheldin Farah Bakhiet, Alsedig Abdalgadr Alshahomee, Abdelbasit Gadour, Fadil Elmenfi, Yossry Ahmed Sayed Essa & Edward Dutton. (2023) Opinions on intelligence: An Arab perspective. Intelligence 97, pages 101731.
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Fatih Kaya, M. Talha Kaya & Sumeyye Kaya. (2023) Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample. Journal for the Education of the Gifted, pages 016235322211438.
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Mei Tan, Ilya Markov, Catalina Mourgues & Elena L. Grigorenko. (2022) Teacher and Parent Perspectives on the Use of Genetic Information in Schools. Mind, Brain, and Education.
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Maya Sabatello, Beverly J. Insel, Thomas Corbeil, Bruce G. Link & Paul S. Appelbaum. (2021) The double helix at school: Behavioral genetics, disability, and precision education. Social Science & Medicine 278, pages 113924.
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Kathryn Asbury & Diana Fields. 2021. The Cambridge Handbook of Intelligence and Cognitive Neuroscience. The Cambridge Handbook of Intelligence and Cognitive Neuroscience 399 415 .
. 2021. The Cambridge Handbook of Intelligence and Cognitive Neuroscience. The Cambridge Handbook of Intelligence and Cognitive Neuroscience 365 468 .
Marcus Hammann, Tim Heemann & Johannes C. S. Zang. 2021. Genetics Education. Genetics Education 127 144 .
Daphne Martschenko. (2019) DNA Dreams': Teacher Perspectives on the Role and Relevance of Genetics for Education. Research in Education 107:1, pages 33-54.
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Madeline Crosswaite & Kathryn Asbury. (2019) Teacher beliefs about the aetiology of individual differences in cognitive ability, and the relevance of behavioural genetics to education. British Journal of Educational Psychology 89:1, pages 95-110.
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Mayra ANTONELLI-PONTI, Fabiana Maris VERSUTI & José Aparecido DA SILVA. (2018) Teachers’ perception about genes and behavior. Estudos de Psicologia (Campinas) 35:4, pages 421-431.
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Maya Sabatello. (2021) A Genomically Informed Education System? Challenges for Behavioral Genetics. Journal of Law, Medicine & Ethics 46:1, pages 130-144.
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Madeline Crosswaite & Kathryn Asbury. (2016) ‘Mr Cummings clearly does not understand the science of genetics and should maybe go back to school on the subject’: an exploratory content analysis of the online comments beneath a controversial news story. Life Sciences, Society and Policy 12:1.
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Robert Plomin, Nicholas G. Shakeshaft, Andrew McMillan & Maciej Trzaskowski. (2014) Nature, nurture, and expertise. Intelligence 45, pages 46-59.
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Stuart J. Ritchie. (2014) Review of: G is for genes (K. Asbury & R. Plomin) and Education, social background, and cognitive ability: The decline of the social (G. N. Marks). Intelligence 43, pages 79-80.
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Kathryn Asbury & Robert Plomin. 2013. G is for Genes. G is for Genes 1 13 .
Claire M.A. Haworth & Robert Plomin. (2010) Quantitative Genetics in the Era of Molecular Genetics: Learning Abilities and Disabilities as an Example. Journal of the American Academy of Child & Adolescent Psychiatry 49:8, pages 783-793.
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Amy Dutton TilleryKris Varjas, Joel Meyers & Amanda Smith Collins. (2009) General Education Teachers’ Perceptions of Behavior Management and Intervention Strategies. Journal of Positive Behavior Interventions 12:2, pages 86-102.
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Susan L. Ames & Colleen McBride. (2016) Translating Genetics, Cognitive Science, and Other Basic Science Research Findings Into Applications for Prevention. Evaluation & the Health Professions 29:3, pages 277-301.
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Alastair G. Sutcliffe & Catherine Derom. (2006) Follow-up of twins: Health, behaviour, speech, language outcomes and implications for parents. Early Human Development 82:6, pages 379-386.
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