{"id":75,"date":"2019-11-28T14:29:21","date_gmt":"2019-11-28T03:59:21","guid":{"rendered":"http:\/\/sites.flinders.edu.au\/sustainability-of-educational-initiatives\/?page_id=75"},"modified":"2022-11-02T18:42:23","modified_gmt":"2022-11-02T08:12:23","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.flinders.edu.au\/seei\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

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Publications related to this project include:<\/h3>\n

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<\/em>, 52<\/em>(2), 229-240. https:\/\/doi.org\/10.1017\/S0033291721004621<\/a><\/p>\n

Koh, G. A.\u00a0&\u00a0Askell-Williams, H.,\u00a0Feb 2021, Sustainable school\u2010improvement in complex adaptive systems: A scoping review. <\/em>In: Review of Education. 9, 1, p. 281-314 34 p. https:\/\/doi.org\/10.1002\/rev3.3246<\/a><\/p>\n

Koh, G. A.\u00a0&\u00a0Askell-Williams, H.,\u00a0Feb 2021,\u00a0Context and Implications Document for: Sustainable school\u2010improvement in complex adaptive systems: A scoping review.<\/em> In: Review of Education. 9, 1, p. 315-318 4 p. https:\/\/doi.org\/10.1002\/rev3.3245<\/a><\/p>\n

Askell-Williams, H.,\u00a0Koh, G.\u00a0&\u00a0Barr, S.,\u00a02021, Self-regulated learning was last year\u2019s big thing at our school! Sustaining school-improvement initiatives<\/em>. In,\u00a0AARE conference Symposia Abstracts 2021.<\/em> AARE. (ed.). online: Australian Association for Research in Education, 2 p. 108709. https:\/\/www.aare.edu.au\/publications\/aare-conference-papers\/<\/a>\u00a0(AARE Conference Paper Abstracts)<\/p>\n

Barr, S.\u00a0&\u00a0Askell-Williams, H.,\u00a013 May 2020, Upgrading Professional Learning Communities to Enhance Teachers\u2019 Epistemic Reflexivity About Self-regulated Learning<\/em>. In,\u00a0Teacher Education in Globalised Times: Local Responses in Action.<\/em> Fox, J., Alexander, C. & Aspland, T. (eds.). Singapore:\u00a0SpringerLink,\u00a0p. 349-366\u00a018 p. https:\/\/doi.org\/10.1007\/978-981-15-4124-7_19<\/a><\/p>\n

Barr, S.\u00a0&\u00a0Askell-Williams, H.,\u00a014 Mar 2020. <\/em>Changes in teachers’ epistemic cognition about self-regulated learning as they engaged in a researcher-facilitated professional learning community,<\/em> In:\u00a0Asia-Pacific Journal of Teacher Education.\u00a048,\u00a02,\u00a0p. 187-212\u00a026 p. https:\/\/doi.org\/10.1080\/1359866X.2019.1599098<\/a><\/p>\n

Askell-Williams, H.\u00a0&\u00a0Koh, G. A.,\u00a02020, Enhancing the sustainability of school improvement initiatives.<\/em> In:\u00a0School Effectiveness and School Improvement.\u00a031,\u00a04,\u00a0p. 660-678\u00a019 p. https:\/\/doi.org\/10.1080\/09243453.2020.1767657<\/a><\/p>\n

Askell-Williams, H.,\u00a0Barr, S.\u00a0&\u00a0Ngendahayo, E.,\u00a02019,\u00a0The 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.<\/em> Askell-Williams, H. & Orrell, J. (eds.).\u00a01 ed.\u00a0Oxon, UK:\u00a0Routledge, Taylor and Francis,\u00a0p. 112-124\u00a013 p. https:\/\/doi.org\/10.4324\/9780429400902-9<\/a><\/p>\n

Lendrum, A.\u00a0&\u00a0Askell-Williams, H.,\u00a02019. Types of knowledge teachers use when solving educational problems: A case study of the implementation of the promoting alternative thinking strategies (PATHS) program. In,\u00a0Problem Solving for Teaching and Learning: A Festschrift for Emeritus Professor Mike Lawson.<\/em> Askell-Williams, H. & Orrell, J. (eds.).\u00a01 ed.\u00a0Abingdon, Oxon:\u00a0Routledge, Taylor and Francis,\u00a0p. 140-156\u00a017 p. https:\/\/doi.org\/10.4324\/9780429400902-11<\/a><\/p>\n

Askell-Williams, H.,\u00a02019, Learning is a Problem-solving Activity. In, Problem Solving for Teaching and Learning: A Festschrift for Emeritus Professor Mike Lawson.<\/em> Askell-Williams, H. & Orrell, J. (eds.). Abingdon, Oxon:\u00a0Routledge, Taylor and Francis,\u00a0p. 10-21\u00a012 p. https:\/\/doi.org\/10.4324\/9780429400902<\/a><\/p>\n

Askell-Williams, H. & Koh, G. (2019). Sustaining Innovation Through Education: Report to St Michael’s College<\/em>. Bedford Park: Flinders University.<\/p>\n

Askell-Williams, H. & Koh, G. (2019). Sustaining Innovation Through Education: Report to Burnside Primary School<\/em>, Bedford Park:\u00a0Flinders University.<\/p>\n

Askell-Williams, H. & Koh, G. (2019). Sustaining Innovation Through Education: Second Report to Department for Education<\/em>.<\/p>\n

Askell-Williams, H. (2018). Sustaining Innovation Through Education: Report to Natural Resources Management Council. <\/em>Bedford Park, South Australia:\u00a0Flinders University<\/em>.<\/p>\n

Askell-Williams, H. (2018). Sustaining Innovation Through Education: Report to Upper Sturt Primary School.<\/em> Bedford Park, SA:\u00a0Flinders University.<\/p>\n

Askell-Williams, H. (2018). Sustaining Innovation Through Education: Report to Department for Education.<\/em> \u00a0Bedford Park, SA:\u00a0Flinders University.<\/p>\n

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<\/a><\/p>\n

Askell-Williams, H. (2016). Teachers\u2019 perspectives about sustaining effective initiatives to promote young people\u2019s wellbeing and positive mental health. Psicologia dell\u2019educazione, 1\/2016 pp. 25-39.<\/p>\n

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<\/a><\/p>\n

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<\/p>\n

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.<\/p>\n

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.<\/p>\n

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.<\/p>\n

Fairweather-Schmidt, A.K., & Wade, T.D. (2015). Piloting a perfectionism intervention for pre-adolescent children. Behaviour Research and Therapy, 73, 67-73.<\/p>\n

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.<\/p>\n

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.<\/p>\n

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.[\/vc_column_text][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

[vc_row][vc_column][vc_empty_space][vc_empty_space][vc_column_text] 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.\u00a0&\u00a0Askell-Williams, H.,\u00a0Feb 2021, Sustainable school\u2010improvement in complex adaptive systems: A scoping review. In: Review […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-75","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/sites.flinders.edu.au\/seei\/wp-json\/wp\/v2\/pages\/75","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.flinders.edu.au\/seei\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.flinders.edu.au\/seei\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.flinders.edu.au\/seei\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.flinders.edu.au\/seei\/wp-json\/wp\/v2\/comments?post=75"}],"version-history":[{"count":0,"href":"https:\/\/sites.flinders.edu.au\/seei\/wp-json\/wp\/v2\/pages\/75\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.flinders.edu.au\/seei\/wp-json\/wp\/v2\/media?parent=75"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}