The behaviour-genetics of NAPLAN data: Increasing power for complex analyses

NAPLAN 数据的行为遗传学：增强复杂分析的能力

• 批准号: DP150102441
• 负责人: Dr William Coventry
• 金额: $ 13.95万
• 依托单位: The University of New England
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2015
• 资助国家: 澳大利亚
• 起止时间: 2015-01-01 至 2019-03-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP150102441
• 关键词: behaviour; genetics; NAPLAN; data; Increasing

This longitudinal behaviour-genetic study of the National Assessment Program – Literacy and Numeracy (NAPLAN) results at Grades 3, 5, 7 and 9 will continue to document the influence of genes and environmental factors on individual differences in school achievement. It aims to strengthen the longitudinal aspects of the data, allowing the project to identify sources of stability and change across the seven school years of the NAPLAN. It also aims to increase numbers in the low and high tails of the score distributions, creating a clearer picture of deficits like dyslexia and dyscalculia, and allow for firmer identification of gene-by-environment interactions. The project aims to further illuminate any differential effectiveness of schools and teachers on student outcomes, a topic of high public interest.

这项针对 3、5、7 和 9 年级国家读写能力和算术评估计划 (NAPLAN) 结果的纵向行为遗传学研究将继续记录基因和环境因素对学校成绩个体差异的影响。它旨在加强数据的纵向方面，使该项目能够确定 NAPLAN 七个学年的稳定性和变化的来源。它还旨在增加分数分布的低尾和高尾的数量，从而更清楚地了解阅读障碍和计算障碍等缺陷，并更坚定地识别基因与环境的相互作用。该项目旨在进一步阐明学校和教师对学生成绩的不同有效性，这是公众高度关注的话题。