According to PLoS Author Survey 2010, one of the more explicit observations was the finding that PLoS ONE gained further ground as an attractive venue to publish primary research. In the 2009 survey 23% of authors preferred PLoS ONE as first port to dock at, and in the 2010 data this figure had increased to 37%.
Saturday, February 12, 2011
Does achievement independent of ability or previous attainment provide a purer measure of the added value of school? In a study of 4000 pairs of 12-year-old twins in the UK, we measured achievement with year-long teacher assessments as well as tests. Raw achievement shows moderate heritability (about 50%) and modest shared environmental influences (25%). Unexpectedly, we show that for indices of the added value of school, genetic influences remain moderate (around 50%), and the shared (school) environment is less important (about 12%). The pervasiveness of genetic influence in how and how much children learn is compatible with an active view of learning in which children create their own educational experiences in part on the basis of their genetic propensities. [Read the full report]Haworth CMA, Asbury K, Dale PS, Plomin R (2011) Added Value Measures in Education Show Genetic as Well as Environmental Influence. PLoS ONE 6(2): e16006. doi:10.1371/journal.pone.0016006
Read the coverage of this article at BBC: http://www.bbc.co.uk/news/education-12339798
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