Publications related to this project include:
Musiat, P., Johnson, C., Atkinson, M., Wilksch, S., & Wade, T. (2022). Impact of guidance on intervention adherence in computerised interventions for mental health problems: a meta-analysis. Psychological Medicine, 52(2), 229-240. https://doi.org/10.1017/S0033291721004621
Koh, G. A. & Askell-Williams, H., Feb 2021, Sustainable school‐improvement in complex adaptive systems: A scoping review. In: Review of Education. 9, 1, p. 281-314 34 p. https://doi.org/10.1002/rev3.3246
Koh, G. A. & Askell-Williams, H., Feb 2021, Context and Implications Document for: Sustainable school‐improvement in complex adaptive systems: A scoping review. In: Review of Education. 9, 1, p. 315-318 4 p. https://doi.org/10.1002/rev3.3245
Askell-Williams, H., Koh, G. & Barr, S., 2021, Self-regulated learning was last year’s big thing at our school! Sustaining school-improvement initiatives. In, AARE conference Symposia Abstracts 2021. AARE. (ed.). online: Australian Association for Research in Education, 2 p. 108709. https://www.aare.edu.au/publications/aare-conference-papers/ (AARE Conference Paper Abstracts)
Barr, S. & Askell-Williams, H., 13 May 2020, Upgrading Professional Learning Communities to Enhance Teachers’ Epistemic Reflexivity About Self-regulated Learning. In, Teacher Education in Globalised Times: Local Responses in Action. Fox, J., Alexander, C. & Aspland, T. (eds.). Singapore: SpringerLink, p. 349-366 18 p. https://doi.org/10.1007/978-981-15-4124-7_19
Barr, S. & Askell-Williams, H., 14 Mar 2020. Changes in teachers’ epistemic cognition about self-regulated learning as they engaged in a researcher-facilitated professional learning community, In: Asia-Pacific Journal of Teacher Education. 48, 2, p. 187-212 26 p. https://doi.org/10.1080/1359866X.2019.1599098
Askell-Williams, H. & Koh, G. A., 2020, Enhancing the sustainability of school improvement initiatives. In: School Effectiveness and School Improvement. 31, 4, p. 660-678 19 p. https://doi.org/10.1080/09243453.2020.1767657
Askell-Williams, H., Barr, S. & Ngendahayo, E., 2019, The quality of knowledge and beliefs that teachers use when solving teaching and learning problems. In Problem Solving for Teaching and Learning: A Festschrift for Emeritus Professor Mike Lawson. Askell-Williams, H. & Orrell, J. (eds.). 1 ed. Oxon, UK: Routledge, Taylor and Francis, p. 112-124 13 p. https://doi.org/10.4324/9780429400902-9
Lendrum, A. & Askell-Williams, H., 2019. Types of knowledge teachers use when solving educational problems: A case study of the implementation of the promoting alternative thinking strategies (PATHS) program. In, Problem Solving for Teaching and Learning: A Festschrift for Emeritus Professor Mike Lawson. Askell-Williams, H. & Orrell, J. (eds.). 1 ed. Abingdon, Oxon: Routledge, Taylor and Francis, p. 140-156 17 p. https://doi.org/10.4324/9780429400902-11
Askell-Williams, H., 2019, Learning is a Problem-solving Activity. In, Problem Solving for Teaching and Learning: A Festschrift for Emeritus Professor Mike Lawson. Askell-Williams, H. & Orrell, J. (eds.). Abingdon, Oxon: Routledge, Taylor and Francis, p. 10-21 12 p. https://doi.org/10.4324/9780429400902
Askell-Williams, H. & Koh, G. (2019). Sustaining Innovation Through Education: Report to St Michael’s College. Bedford Park: Flinders University.
Askell-Williams, H. & Koh, G. (2019). Sustaining Innovation Through Education: Report to Burnside Primary School, Bedford Park: Flinders University.
Askell-Williams, H. & Koh, G. (2019). Sustaining Innovation Through Education: Second Report to Department for Education.
Askell-Williams, H. (2018). Sustaining Innovation Through Education: Report to Natural Resources Management Council. Bedford Park, South Australia: Flinders University.
Askell-Williams, H. (2018). Sustaining Innovation Through Education: Report to Upper Sturt Primary School. Bedford Park, SA: Flinders University.
Askell-Williams, H. (2018). Sustaining Innovation Through Education: Report to Department for Education. Bedford Park, SA: Flinders University.
Askell-Williams, H. (2017). Perspectives from teachers and school leaders about long-term sustainability: A challenge for mental health promotion initiatives in educational settings. in C. Cefai and P. Cooper (eds) Mental Health Promotion in Schools: Cross-Cultural Narratives and Perspectives. Sense: Rotterdam. https://doi.org/10.1007/978-94-6351-053-0
Askell-Williams, H. (2016). Teachers’ perspectives about sustaining effective initiatives to promote young people’s wellbeing and positive mental health. Psicologia dell’educazione, 1/2016 pp. 25-39.
Askell-Williams, H., & Murray-Harvey, R. (2016). Sustainable professional learning for early childhood educators: Lessons from an Australia-wide mental health promotion initiative. Journal of Early Childhood Research, 14(2) pp. 196-210. https://doi.org/10.1177/1476718X15570958
Humphrey, N., Lendrum, A., Ashworth, E., Buck, R., Frearson, K. & Kerr, K. (2016). Implementation and process evaluation for interventions in educational settings: a synthesis of the literature. London: Education Endowment Foundation
Johnson, C., Burke, C., Brinkman, S., & Wade, T.D. (2016). Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents. Behaviour Research and Therapy, 81, 1-11.
Pennesi, J-L., & Wade, T.D. (2016). A systematic review of the existing models of disordered eating: Do they inform the development of effective interventions? Clinical Psychology Review, 43, 175-192.
Nehmy, T., & Wade, T.D. (2015). Reducing the onset of negative affect in adolescents: Evaluation of a perfectionism program in a universal prevention setting. Behaviour Research and Therapy, 67, 55-63.
Fairweather-Schmidt, A.K., & Wade, T.D. (2015). Piloting a perfectionism intervention for pre-adolescent children. Behaviour Research and Therapy, 73, 67-73.
Atkinson, M.A., & Wade, T.D. (2015). Mindfulness-based prevention for eating disorders: A school-based cluster randomised controlled study. International Journal of Eating Disorders, 48, 1024-1037.
Askell-Williams, H., Slee, P., & Van Deur, P. (2013). Social and emotional wellbeing programs: The nexus between sustainability and quality assurance. The Psychology of Education Review, 37(2) pp. 48-56.
Humphrey, N., Lendrum, A. & Wigelsworth, M. (2013). Making the most of school-based prevention: learning from the SEAL programme. Emotional and Behavioural Difficulties, 18, 248-260.