Dr Geraldine Townend

• Linkage research - ASPECT Australia - gifted with Autism
• South Australia CathEd - Gifted students
• Teaching creativity cross-curricula
• Impact of training for educators in specialist gifted programs
• Big Fish Little Pond Effect - influences with twice-exceptional students

Publications

Peer-Reviewed Journal Articles

Townend, G., Jolly, J. L. & Chew, A. (2024). Systematic review of gifted education professional development. Australian Journal of Teacher Education. Waiting for doi

Townend, G., McGregor, M., Alonzo, D., & Nguyen, H. T. (2024, February). What would it take? Enhancing outcomes for high-ability students with disability. In Frontiers in Education (Vol. 9, p. 1322872). Frontiers Media SA. https://doi.org/10.3389/feduc.2024.1322872

Alonzo, D., Quimno, V., Townend, G. & Zin Oo, C. (2024). Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023). Educ Asse Eval Acc 36, 433–451 (2024). https://doi.org/10.1007/s11092-024-09443-8

Lucas, M., & Townend, G. (2024). Nurturing creativity and the role of subject-specific knowledge. Teacher Magazine. https://doi.org/10.14742/dce.134

Madden, A. & Townend, G. (2024). Case study of the identification of gifted students in an independent school in Sydney’s western suburbs: What is working, what needs improvement, and what could change look like. American Journal of Education and Learning, 9(2), 266–275. https://lnkd.in/gseiDMke

Jung, J. Y., Townend, G., Hay, P. K., & Smith, S. R. (2024). Gifted students in rural schools. Gonski Institute Research Brief Series No. 2024.1. Sydney: UNSW Gonski Institute for Education. No doi available.

Maras, K., Townend, G., Loughland, T., Nguyen, H., Alonzo, D., McGregor, M., Gao, A., & Kwee, T. (2023). Arguing for the Subjectification of Graduate Teachers. Australian Journal of Teacher Education, 48(8). https://doi.org/10.14221/1835-517X.6229

Han, M., Cumming, T., & Townend, G. (2023). The beliefs and practices of special education teachers in supporting the behaviour of students with autism in Western China. Journal of Special Education Research, 45(3), 123-145. https://doi.org/10.1234/56789

Jung, JY., Townend, G., Hay, PK. & Smith, SR. (2022). The State of Knowledge in Rural Gifted Education: A Systematic Literature Review. Journal of Advanced Academics (33)3. 315-363. http://dx.doi.org/10.1177/1932202X221076385

Jung, J. Y., Townend, G., Jackson, R. L., & McGregor, M. (2022). Equity in gifted education: The importance of definitions and a focus on underachieving gifted students. Gifted Child Quarterly, 66(2), 149-151. https://doi.org/10.1177/00169862211037945

Hately, S., and Townend, G. (2020). A qualitative meta-analysis of research into the underachievement of gifted boys. Australasian Journal of Gifted Education, Vol. 29, No. 1, Jun 2020: doi: 10.21505/ajge.2020.0002.

Hall, D., Sultmann, W., & Townend, G. (2019). Constants in context: an exploration of conciliar and post-conciliar documents on the Catholic school. Journal of Religious Education, 67(1), 17-39. https://doi.org/10.1007/s40839-019-00074-6

Sammel, A., Townend, G., & Kanasa, H. (2018). Hidden Expectations Behind the Promise of the Flipped Classroom. College Teaching, 1-11. https://doi.org/10.1080/87567555.2016.1189392

Rowan, L., & Townend, G. (2017). No hugs required: University student perspectives on the relationship between excellent teaching and educational rapport. Student engagement and educational rapport in higher education, 105-130. https://doi.org/10.1007/978-3-319-46034-5_6

Ronksley-Pavia, M., & Townend, G. (2017). Student voice: Listening and responding to the experiences of twice-exceptional students. TalentEd, 62, 4-18. doi not available

Townend, G., & Brown, R. (2016). Exploring a sociocultural approach to understanding academic self-concept in twice-exceptional students. International Journal of Educational Research, 80, 15-24. https://doi.org/10.1016/j.ijer.2016.07.006 

Rowan, L., & Townend, G. (2016). Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students. Cogent Education, 3(1), 1242458. https://doi.org/10.1080/2331186X.2016.1242458 

Townend, G., & Pendergast, D. (2015). Student voice: What can we learn from twice-exceptional students about the teacher's role in enhancing or inhibiting academic self-concept. Australasian Journal of Gifted Education,24(1), 37-51. https://doi.org/10.21505/ajge.2015.0003

Townend, G., Pendergast, D., & Garvis, S. (2014). Academic self-concept in twice-exceptional students: What the literature tells us. Talented, 28(2014), 75-89. Doi not available.

Rowan, L., Townend, G., Beavis, C., Kelly, L., & Fletcher, J. (2016). Museums, games, and historical imagination: Student responses to a games-based experience at the Australian national maritime museum. Digital Culture & Education, 8(3), 169–187. https://doi.org/10.14742/dce.134

Book Chapters

Filmer, R., & Townend, G. (2024). Gifted/high potential learners. In R. Filmer (Ed.), Neurodiversity and the Twice-Exceptional Student (pp. 23-51). Routledge. https://doi.org/10.4324/9781003404972-6

Townend, G., Hay, P., Jung, J. Y., & Smith, S. R. (2020). Supporting gifted Australian students’ academic potential in rural settings. Gifted and Talented Development in the Asia Pacific: Springer International Handbooks of Education. https://doi.org/10.1007/978-981-13-3021-6_73-1

Han, C., Cumming, T. M., & Townend, G. (2023). The Professional Development Needs of Special Education Teachers Teaching Students With Autism Spectrum Disorder in Western China. In Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles (pp. 241-259). IGI Global. DOI: 10.4018/978-1-6684-7370-2.ch014

Townend, G., Hay, P. K., Jung, J. Y., & Smith, S. R. (2021). Supporting Australian gifted indigenous students’ academic potential in rural settings. Handbook of Giftedness and Talent Development in the Asia-Pacific, 709-726. https://doi.org/10.1007/978-981-13-3021-6_73-1

Blackburn, A. & Townend, G. (2019). Gifted Girls with Autism Spectrum Disorders: Provisions and Priorities in Australian School Settings. Gifted and Talented Development in the Asia Pacific: Springer International Handbooks of Education.