Department of Education

Ann Childs

Associate Professor of Science Education

After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science.

Since 1995 she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.

Ann would welcome informal contacts from prospective doctoral students interested in the following topics:

  • Explaining science/chemistry in secondary science classrooms – what makes an effective explanation?
  • Interaction between teachers and students in second language classrooms in science where English is the medium of instruction
  • Developing teacher education in science of both pre and in-service science teachers
  • Educating the teacher educators – what is the knowledge base of a teacher educator in mathematics and science?

  • Subjects Taught

    MSc in Professional Development in Education

    PGCE

Publications:

  • Featured Publications

    • Ellis, V, Gower, C, Frederick, K, Childs, A (2015) “Formative interventions and practice-development: A methodological perspective on teacher rounds”, INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH.
      DOI: http://doi.org/10.1016/j.ijer.2015.06.002

    • Sorensen, P, Twidle, J, Childs, A (2014) “Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers' use of the Internet in science teaching”, Teacher Development.
      DOI: http://doi.org/10.1080/13664530.2013.878378

    • Childs, AC, McNicholl, J (2014) “Practical theorizing: designing tasks for science explanations”, In: I Thompson (ed.) Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement. Routledge.

    • Sorensen, P, Twidle, J, Childs, A (2014) “Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers' use of the Internet in science teaching”, Teacher Development.
      DOI: http://doi.org/10.1080/13664530.2013.878378

    • Childs, A (2013) “The work of teacher educators: an English policy perspective”, JOURNAL OF EDUCATION FOR TEACHING.
      DOI: http://doi.org/10.1080/02607476.2013.799848

  • Books

    • Stylianides, GJ, Childs (Eds.), A (2018) Classroom-based interventions across subject areas: Research to understand what works in education. Abingdon, England: Routledge.

    • Summers, M, Kruger, C, Childs, A, Corney, G, Mant, J (2002) Teaching Sustainable Development in Primary Schools. Hatfield: ASE.

    • Summers, M, Kruger, C, Childs, AC, Mant, J (2000) One small step – Understanding the Science of Environmental Issues. Hatfield: ASE.

    • Childs, A, Njuguna, B, Mayaka, A, Siele, D (2000) Macmillan Secondary Chemistry for Kenya.

    • Kruger, C, Summers, M, Mant, J, Childs, AC, McNicholl, J (1998) Teaching energy and energy efficiency effectively. Hatfield: ASE.

  • Book chapters

    • Fancourt, NPM (2018) “Research ethics in 'Closing the Gap': equipoise in randomised controlled trials in education”, In: A Childs, I Menter (eds.) Mobilising teacher researchers: tackling educational inequality. Abingdon: Routledge.
      DOI: http://doi.org/10.4324/9781315160320

    • Childs, A, Fancourt, NPM (2018) “Building research capacity and relationships in schools: the consequences of involvement in Closing the Gap”, In: A Childs, I Menter (eds.) Mobilising teacher researchers: tackling educational inequality. Abindgon: Routledge.
      DOI: http://doi.org/10.4324/9781315160320

    • FANCOURT, N, CHILDS, A (2018) “Building research capacity and relationships in schools: the consequences of involvement in 'Closing the Gap'”, In: A Childs, I Menter (eds.) Mobilising Teacher Researchers: Challenging Educational Inequality. Abingdon: Routledge.
      DOI: http://doi.org/10.4324/9781315160320

    • Childs, A, Firth, R, Thompson, I (2017) “Who, how and why? Motives and agendas for key stakeholders in closing the gap”, In: Mobilising Teacher Researchers: Challenging Educational Inequality. 11-33
      DOI: http://doi.org/10.4324/9781315160320

    • Childs, AC, McNicholl, J (2014) “Practical theorizing: designing tasks for science explanations”, In: I Thompson (ed.) Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement. Routledge.

    • Childs, A, Edwards, A, McNicholl, J (2014) “Developing a multi-layered system of distributed expertise: What does cultural historical theory bring to understandings of workplace learning in school-university partnerships?”, In: Workplace Learning in Teacher Education: International Practice and Policy. 29-45
      DOI: http://doi.org/10.1007/978-94-007-7826-9_2

    • McNicholl, J, Childs, A (2010) “Taking a sociocultural perspective on science teachers' knowledge”, In: Cultural-Historical Perspectives on Teacher Education and Development: Learning Teaching. 45-62
      DOI: http://doi.org/10.4324/9780203860106

  • Conference papers

    • Childs, AC, Summers, M, Kruger, C, Mant, J Energy and energy efficiency in the primary school: a research based guide for teacher education.

  • Journal articles

    • CHILDS, A, BAIRD, J (2020) “General Certificate of Secondary Education (GCSE) and the assessment of science practical work: an historical review of assessment policy”, The Curriculum Journal.
      DOI: http://doi.org/10.1002/curj.20

    • Macaro, E, Childs, A, An, J (2019) “Language focused episodes by monolingual teachers in English Medium Instruction science lessons”, Journal of Immersion and Content-Based Language Education. 7(2) 233-260.
      DOI: http://doi.org/10.1075/jicb.18019.an

    • Ellis, V, Childs, A (2019) “Innovation in teacher education: Collective creativity in the development of a teacher education internship”, Teaching and Teacher Education. 77 277-286.
      DOI: http://doi.org/10.1016/j.tate.2018.10.020

    • Childs, A (2018) “Swimming with the shoal”, Cultural Studies of Science Education. 13(2) 539-548.
      DOI: http://doi.org/10.1007/s11422-017-9815-3

    • Miller-Friedmann, J, Childs, A, Hillier, J (2018) “Approaching gender equity in academic chemistry: lessons learned from successful female chemists in the UK”, CHEMISTRY EDUCATION RESEARCH AND PRACTICE. 19(1) 24-41.
      DOI: http://doi.org/10.1039/C6RP00252H

    • BURN, K, CHILDS, A (2016) “Responding to poverty through education and teacher education initiatives: a critical evaluation of key trends in government policy in England 1997-2015”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2016.1215547

    • Ellis, V, Gower, C, Frederick, K, Childs, A (2015) “Formative interventions and practice-development: A methodological perspective on teacher rounds”, INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 73 44-52.
      DOI: http://doi.org/10.1016/j.ijer.2015.06.002

    • Sorensen, P, Twidle, J, Childs, A (2014) “Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers' use of the Internet in science teaching”, Teacher Development.
      DOI: http://doi.org/10.1080/13664530.2013.878378

    • Sorensen, P, Twidle, J, Childs, A (2014) “Collaborative approaches in initial teacher education: lessons from approaches to developing student teachers' use of the Internet in science teaching”, Teacher Development. 18(1) 107-123.
      DOI: http://doi.org/10.1080/13664530.2013.878378

    • Childs, A, Burn, K, McNicholl, J (2013) “What influences the learning cultures of subject departments in secondary schools? A study of four subject departments in England”, Teacher Development.

    • Childs, A (2013) “The work of teacher educators: an English policy perspective”, JOURNAL OF EDUCATION FOR TEACHING. 39(3) 314-328.
      DOI: http://doi.org/10.1080/02607476.2013.799848

    • Menter, I, Childs, A (2013) “Teacher education in the 21st Century in England: A case study in neo-liberal policy Revista Espanola de Educacion Camparada”, Spanish Journal of Comparative Education. 22 93-116.

    • McNicholl, J, Childs, A, Burn, K (2013) “School subject departments as sites for science teachers learning pedagogical content knowledge”, Teacher Development. 17(2) 155-175.
      DOI: http://doi.org/10.1080/13664530.2012.753941

    • Childs, A, Burn, K, McNicholl, J (2013) “What influences the learning cultures of subject departments in secondary schools? A study of four subject departments in England”, Teacher Development. 17(1) 35-54.
      DOI: http://doi.org/10.1080/13664530.2012.753945

    • McNicholl, J, Childs, A, Burn, K (2013) “School subject departments as sites for science teachers learning pedagogical content knowledge”, Teacher Development.

    • Childs, A, Tenzin, W, Johnson, D, Ramachandran, K (2012) “Science Education in Bhutan: Issues and challenges”, International Journal of Science Education. 34(3) 375-400.
      DOI: http://doi.org/10.1080/09500693.2011.626461

    • Childs, A, Tenzin, W, Johnson, D, Ramachandran, K (2012) “Science Education in Bhutan: Issues and challenges”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 34(3) 375-400.
      DOI: http://doi.org/10.1080/09500693.2011.626461

    • Childs, A, Sorensen, P, Twidle, J (2011) “Using the internet in science teaching? issues and challenges for initial teacher education”, Technology, Pedagogy and Education. 20(2) 143-160.
      DOI: http://doi.org/10.1080/1475939X.2011.588413

    • Childs, A, Sorensen, P, Twidle, J (2011) “Using the Internet in science teaching? Issues and challenges for initial teacher education”, TECHNOLOGY PEDAGOGY AND EDUCATION. 20(2) 143-160.
      DOI: http://doi.org/10.1080/1475939X.2011.588413

    • Childs, A (2011) “Environmental learning: insights from research into the student experience”, ENVIRONMENTAL EDUCATION RESEARCH. 17(3) 429-431.
      DOI: http://doi.org/10.1080/13504622.2010.548157

    • Childs, A, Twidle, J, Sorensen, P, Godwin, J (2007) “Trainee teachers’ use of the internet–opportunities and challenges for initial teacher education”, Research in Science and Technological Education. 25(1) 77-97.
      DOI: http://doi.org/10.1080/02635140601053591

    • Burn, K, Childs, A, McNicholl, J (2007) “The potential and challenges for student teachers' learning of subject-specific pedagogical knowledge within secondary school subject departments”, Curriculum Journal. 18(4) 429-445.
      DOI: http://doi.org/10.1080/09585170701687886

    • Summers, M, Childs, A (2007) “Student science teachers’ conceptions of sustainable development: An empirical study of three postgraduate training cohorts”, Research in Science and Technological Education. 25(3) 307-327.
      DOI: http://doi.org/10.1080/02635140701535067

    • Sorensen, P, Twidle, J, Childs, A, Godwin, J (2007) “The use of the Internet in science teaching: A longitudinal study of developments in use by student-teachers in England”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 29(13) 1605-1627.
      DOI: http://doi.org/10.1080/09500690601137676

    • Mcnicholl, J, Childs, A (2007) “Understanding the relationship between subject content knowledge and pedagogy through the analysis of classroom discourse”, International Journal of Science Education. 29(13) 1629-1653.

    • Childs, A, McNicholl, J (2007) “Investigating the relationship between subject content knowledge and pedagogical practice through the analysis of classroom discourse”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 29(13) 1629-1653.
      DOI: http://doi.org/10.1080/09500690601180817

    • Childs, A, McNicholl, J (2007) “Science teachers teaching outside of subject specialism: Challenges, strategies adopted and implications for initial teacher education”, Teacher Development. 11(1) 1-20.
      DOI: http://doi.org/10.1080/13664530701194538

    • Summers, M, Childs, A, Corney, G (2005) “Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration”, Environmental Education Research. 11(5) 623-647.
      DOI: http://doi.org/10.1080/13504620500169841

    • Summers, M, Corney, G, Childs, A (2004) “Student teachers' conceptions of sustainable development: the starting-points of geographers and scientists”, EDUCATIONAL RESEARCH. 46(2) 163-182.
      DOI: http://doi.org/10.1080/0013188042000222449

    • Childs, A (2004) “The RoutledgeFalmer reader in science education”, BRITISH JOURNAL OF EDUCATIONAL STUDIES. 52(3) 317-318.

    • Summers, M, Corney, G, Childs, A (2003) “Teaching Sustainable Development in Primary Schools: An empirical study of issues for teachers”, Environmental Education Research. 9(3) 327-346.
      DOI: http://doi.org/10.1080/13504620303458

    • Summers, M, Kruger, C, Childs, A, Mant, J (2001) “Understanding the science of environmental issues: development of a subject knowledge guide for primary teacher education”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 23(1) 33-53.
      DOI: http://doi.org/10.1080/09500690116990

    • Summers, M, Kruger, C, Childs, A, Mant, J (2000) “Primary School Teachers' Understanding of Environmental Issues: An interview study”, Environmental Education Research. 6(4) 293-312.
      DOI: http://doi.org/10.1080/713664700

    • Summers, M, Kruger, C, Mant, J, Childs, AC (1998) “Developing primary teachers' understanding of energy efficiency”, Educational Research. 40(3) 311-328.
      DOI: http://doi.org/10.1080/0013188980400304

    • Childs, AC (1998) “Issues Arising from Organisation Arrangements at KS4”, School Science Review. 80(291) 77-79.

  • Reports

    • FANCOURT, N, OANCEA, A, THOMPSON, I, ROBSON, J, CHILDS, A (2017) Evaluation of wiserdeducation: a report to HEFCW. Caerphilly: HEFCW.

  • Other

    • Mcnicholl, J, Childs, A (2006) Teacher Education for the Twenty-first Century. The UWI Quality EDucation Forum, 12, Kingston, Jamaica: The Office of the Board for Undergraduate Studies.

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