Senior Lecturer ( School of Teacher Development )
After a first degree in Modern European Studies from the University of Nottingham, Abigail trained as a modern foreign languages teacher at the University of Sheffield, where she also completed an MA in Applied Professional Studies in Education. Abigail taught French, German, Dutch, English and history at schools in North East Lincolnshire before completing a PhD in Education at the University of York. She has previously taught at undergraduate level and contributed to university Widening Participation schemes.
Abigail’s doctoral work had two strands, the first looking at student motivation in GCSE language lessons, using Self-Determination Theory, and considering this in the light of student choice. The second strand investigated staff decision-making around the languages taught in schools. She has presented her work at national and international conferences, to both academic and practitioner audiences. She has also contributed to research into teacher engagement with research, the use of a computer game in primary French lessons and the impact of undergraduate mentoring programmes in secondary schools, and investigated the teaching of Dutch at secondary level.
Abigail teaches on the Secondary PGCE course, the MA in Education and the MA in Education with TESOL. She is also responsible for the Assessment-only route to QTS.
Abigail’s main research interests lie in student motivation and subject choice. She is also interested in teacher engagement with research and the development of evidence-based education.
2017 Connecting the dots between head teachers’ language skills, choice and student motivation in modern foreign languages. BERA national conference, Brighton
2017 Should you offer students a choice? Motivation and decision-making in GCSE language study. ResearchED English & MFL conference, Oxford
2016 Languages in schools: The student view. UK language policy after Brexit conference, Sheffield Hallam University
2015 Everyone speaks English anyway: Motivation & learning languages in the English-speaking world. ALAA / ALANZ / ALTAANZ Linguistics Conference, University of South Australia
2015 Everyone speaks English anyway: Motivation & learning languages in the English-speaking world. Languages, Education & Diversity conference, University of Auckland
2015 Foreign language provision and learners’ attitudes in UK schools. The Politics of Teaching & Learning Languages conference, UCL
2015 Do students who have a choice demonstrate higher levels of motivation? ResearchED national conference, London
2014 From Dutch to Diversification. Research students’ education conference, University of Leeds
2012 You as Teacher-Researcher. Invited presentation to MA Applied Professional Studies in Education students, University of Sheffield
Parrish, A. & Lanvers, U. (2017, June 29). Let’s use Brexit to stop linguistic complacency. i newspaper.
Parrish, A. & Lanvers, U. (2017). Why just speaking English isn’t going to cut it anymore. The Conversation.
Parrish, A. & Taylor, F. (2014). Beyond the big three: French, German and Spanish aren’t the only languages that matter. The Conversation.
Parrish, A. (2012). Shall we go Dutch? Deutsch Lehren und Lernen, 45, pp. 13-15.
Parrish, A. (2012). Au revoir, le français ? TES, Friday, February 24 2012, p. 47
Parrish, A. (2011). Dutch for Experts. Languages Today, 08, p. 11.
Parrish, A. (2011). Double Dutch on the Curriculum. Languages Today, 08, p. 30.
Senior Lecturer ( School of Teacher Development )
Pat is working in Research within the School, developing projects with networks of colleagues locally, in Europe, particularly Norway, and in Africa. BGU colleagues and trainees are supported to raise their research profile, building on work with a Post-Doctoral Research Lecturer, Ph.D student and Ed.D Action Learning Set. Pat joined BGU in 2005 on the PGCE Primary programme, with responsibility for Early Years, and she undertook the Academic Co-ordinator role for the 3-7 cohort from 2007-2015. This comprised leading the 3-7 PGCE Primary Full-time, part-time and School Direct cohorts, as well as contributing to research and early years sessions in other courses such as EYTS, Early Childhood Studies and Masters programmes. Prior to this, Pat worked in schools, leading age phases 3-11 and gaining NPQH, before working with the Local Authority to support Early Years and Music in schools and settings.
Pat teaches across the UG, EYTS, PGCE Primary and PDE courses and she supports work within the research modules throughout the programmes. She is the Link Tutor for clusters of schools in North East Lincolnshire, including the Humber Teaching School Alliance (Primary), having piloted the cluster model of working in 2010-2011 in Cleethorpes.
Pat’s doctoral research focused on ‘Challenges and Resolutions to Early Years Literacy Approaches in two selected sites in Norway and England’. This encouraged Pat to organise annual visits for trainees and lecturers to Barneharges, Skoles and Hedmark University College, Norway to enable them to experience the Forest School philosophy and environment. Collaboration has been fostered with colleagues working in universities in Europe, concerned with early years and primary educational issues. Her research work also includes Co-Principal Investigator in funded research with Soundlincs, an East Midlands Music Organisation, 2013-2015 and a second project 2015 -2018. She is working with colleagues in the UK and Uganda as part of the Research into Improving Systems in Education venture, following a visit to the country to develop collaboration, supported by Christian Partners in Africa (CPA). Pat has incorporated Action Research throughout her teaching career, including studies into such aspects as Music, Special Educational Needs, ICT and Effective Early Learning.
Consultancy and Projects
Pat has been External Examiner for Primary and Early Years programmes at Gloucester, Worcester, Edge Hill and Leeds Beckett universities. She has presented papers at BERA, EECERA and BGU and led workshops as an Executive member of TACTYC, Association for Professional Development in Early Years, at the annual national conferences.
Lindon, J. Beckley. P, Lindon. L. (2016) (2nd ed,) Effective Early Years Leadership London: Hodder
Beckley, P. (ed) (2013) The New Early Years Foundation Stage: Changes, challenges and reflections. Published by OUP Contributors include academics at universities in Leeds Metropolitan, Birmingham, Northampton, York St. John, St Mary’s Canada, Anglia Ruskin, Cumbria, Worcester and experts such as Elizabeth Carruthers (mathematics) and Anita Soni and Liz Creed (psychology)
Beckley, P. (ed) (2012) Learning in Early Childhood: A whole child approach from birth to eight London: Sage. Contributors include Anita Soni, Senior Psychologist; Rebecca Glenton Leading Teacher for Early Years; Sharon Marsden, Headteacher; Helen Hendry, Sue Lambert, Jane Johnston and Lindy Nahmad-Williams, Bishop Grosseteste University College Lincoln
2013 Chapter in Education Series edited by Curtiss, W. Ward, S. based on Approaches to Early Years published by Sage
2009 Co-authored with Karen Elvidge and Helen Hendry Implementing The Early Years Foundation Stage: A Handbook published by OUP
2009 Chapter in Thinking About Play: Developing a Reflective Approach by Prof. Janet Moyles Pub: OUP
2009 Chapter in book based on the Early Years Foundation Stage framework, Area of Learning – Shape, Space and Measures. Book edited by Jane Johnston and Lindy Nahmad-Williams
2009 Article for EYE with Karen Elvidge and Helen Hendry based on Starting from the Child
2008 Boxed contribution to book by Jane Johnston and Lindy Nahmed-Williams Early Childhood Studies
2008 Literature review of book edited by A. Osler, Teachers, Human Rights and Diversity: Educating Citizens in Multicultural Societies. Pub. Stoke on Trent, Trentham Books
A New Approach to CLIL Methodology
Scaffolding & Critical Thinking
The workshop aims to develop insights into critical thinking and its implications for educational practice. It will consider the value and impact of critical thinking and build on participants’ personal knowledge of the approach. It will also provide a range of practical strategies for implementation into practice in schools throughout the age phases, such as questioning techniques. Differentiation within groups taught by participants will be discussed and how different methods could aid students of all abilities. You will understand in more details how to support learners by providing helpful hints to help students as they access challenging concepts
To be able to define critical thinking.
To consider the value of the approach.
To have a knowledge and understanding of the theoretical viewpoints underpinning the practice.
To have awareness of a range of appropriate strategies to implement in settings throughout the early years and school age phases, such as approaches within parts of lessons, Flipped Learning and an Immersive Environment.