By Dr Geraldine Townend

Journal articles

Han C; Cumming T; Townend G, 2025, 'The beliefs and practices of special education teachers in supporting the behaviours of students with autism spectrum disorder in Western China.', Humanities and Social Sciences Communications, 12, pp. 1039, http://dx.doi.org/10.1057/s41599-025-05440-4

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, pp. 266 - 275, http://dx.doi.org/10.55284/ajel.v9i2.1248

Alonzo D; Quimno V; Townend G; Oo CZ, 2024, 'Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023)', Educational Assessment Evaluation and Accountability, 36, pp. 433 - 451, http://dx.doi.org/10.1007/s11092-024-09443-8

Townend G; Jolly JL; Chew A, 2024, 'Professional Development in Gifted Education: A Systematic Literature Review', Australian Journal of Teacher Education, 49, pp. 76 - 104, http://dx.doi.org/10.14221/1835-517X.6515

Townend G; McGregor M; Alonzo D; Nguyen HTM, 2024, 'What would it take? Enhancing outcomes for high-ability students with disability', Frontiers in Education, 9, pp. 1322872, http://dx.doi.org/10.3389/feduc.2024.1322872

Jung J; Townend G; Hay P; Smith S, 2024, 'Gifted students in rural schools', Gonski Institute Research Brief Series

Lucas M; Townend G, 2024, 'Nurturing creativity and the role of subject-specific knowledge', Teacher Magazine, http://dx.doi.org/10.14742/dce.134

Lucas M; Townend G, 2024, 'Nurturing creativity and the role of subject-specific knowledge', Teacher Magazine, http://dx.doi.org/10.14742/dce.134

Maras K; Townend G; Loughland T; Nguyen HTM; Alonzo D; McGregor M; Gao X; Kwee CTT, 2023, 'Arguing for the Subjectification of Graduate Teachers', Australian Journal of Teacher Education, 48, pp. 119 - 133, http://dx.doi.org/10.14221/1835-517X.6229

Townend G, 2023, 'Supporting Twice-Exceptional Students: Strategies for Success', NSW Gifted Education Bulletin, http://dx.doi.org/10.1007/s11092-024-09443-8

Han C; 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, pp. 123 - 145, http://dx.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, pp. 315 - 363, http://dx.doi.org/10.1177/1932202X221076385

Jung JY; Jackson RL; Townend G; McGregor M, 2022, 'Equity in Gifted Education: The Importance of Definitions and a Focus on Underachieving Gifted Students', Gifted Child Quarterly, 66, pp. 149 - 151, http://dx.doi.org/10.1177/00169862211037945

Townend G, 2021, 'The myth that gifted students will make it on their own', Vision, The Victorian Association for Gifted and Talented Children

Hately S; Townend G, 2020, 'A qualitative meta-analysis of research into the underachievement of gifted boys', Australasian Journal of Gifted Education, 29, pp. 6 - 22, http://dx.doi.org/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, pp. 17 - 39, http://dx.doi.org/10.1007/s40839-019-00074-6

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, http://dx.doi.org/10.1007/978-981-13-3021-6_26-1

Sammel A; Townend G; Kanasa H, 2018, 'Hidden Expectations Behind the Promise of the Flipped Classroom', College Teaching, 66, pp. 49 - 59, http://dx.doi.org/10.1080/87567555.2016.1189392

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, http://dx.doi.org/10.1080/2331186X.2016.1242458

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

Rowan L; Beavis C; Townend G; 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 and Education, 8, pp. 169 - 187

Ronksley-Pavia M; Townend G, 2016, 'Student voice: Listening and responding to the experiences of GLD students', TalentEd, 62, pp. 4 - 18

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, pp. 37 - 51, http://dx.doi.org/10.21505/ajge.2015.0006

Townend G; Pendergast D; Garvis S, 2014, 'Academic self-concept in GLD students: What the literature tells us.', TalentEd, 28, pp. 75 - 89

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