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

    M.Sc. in Professional Development in Education

    PGCE

    Post Graduate Diploma in Developing Science Education

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

    • 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

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

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

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

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

  • Book chapters

    • Taylor, R, Hillier, J (2018) “Developing science explanations in the classroom: The role of the written narrative”, In: Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education. 73-97
      DOI: http://doi.org/10.4324/9781315170077

    • Childs, A, Menter, I (2017) Afterword. 224-231
      DOI: http://doi.org/10.4324/9781315160320

    • Fancourt, N (2017) “Research ethics in closing the gap: Equipoise in randomised controlled trials in education”, In: Mobilising Teacher Researchers: Challenging Educational Inequality. 159-174
      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.

    • 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

    • 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. 42(4) 387-403.
      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. 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

    • 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

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

    • 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

    • 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 (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, 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

    • 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.

    • 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

    • 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

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

    • 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

    • 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/10.1080/09500690150198197

    • 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

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

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

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

  • 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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