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

• Jung, J. Y., Townend, G., Hay, P. K., & Smith, S. R. (2022). The state of knowledge in rural gifted education: A systematic literature review. Journal of Advanced Academics, 33(3), 315-363.
• 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.

• 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.

• 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.

• 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.

• Rowan, L., & Townend, G. (2017). No Hugs Required: University Student Perspectives on the Relationship Between Excellent Teaching and Educational Rapport. In Student Engagement and Educational Rapport in Higher Education (pp. 105–130).

• Ronksley-Pavia, M., & Townend, G. (2016). Student voice: Listening and responding to the experiences of twice-exceptional students. TalentEd, 62, 4-18.

• 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.

• 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.

• Townend, G., Pendergast, D., & Garvis, S. (2014). Academic self-concept in twice-exceptional students: What the literature tells us. Talented, 28(2014), 75-89.

• 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.

• Sammel, A., Townend, G., & Kanasa, H. (2018). Hidden Expectations Behind the Promise of the Flipped Classroom. College Teaching, 1-11.

• 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.