Dr Geraldine Townend
Lecturer
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PhD
Master's Education
Bachelor Science (Honours)
PGCE
Dip TESOL
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Arts, Design & Architecture (ADA)
School of Education
Geraldine Townend is a published academic in the field of gifted education, having expertise in the area of twice exceptionality and pedagogy to support creativity. In the Â鶹Éçmadou Arts, Design and Architecture Faculty, Geraldine lectures and conducts research in GERRICÌýÌý(Gifted Education Research and Resource Information Centre) in the areas of gifted education, gifted learners with disability, and special learning needs. Her research interests focus on supporting gifted and twice-exceptional students to aspire to their potential in education, which includes the development of positive academic self-concept.Ìý
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E-mail
- Publications
- Media
- Grants
- Awards
- Research Activities
- Engagement
- Teaching and Supervision
- ASPECT Linkage 2020
- Catholic Schools - South Australia 2020
- Catholic Schools - Sydney 2022
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(2021) NSW Department of Education: NSW Equity Consortium: Imagined Futures (a whole-of-cohort outreach program with Years 7–10 including post-school transition)
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2015 - The Provost Award for teaching excellence at Griffith University 2015 - awarded to top 1% of lecturers. Griffith University.
2022 - The 2022 Award for Teaching Excellence, School of Education. University of New South Wales.
2023 - The 2023 Award for Teaching Excellence, School of Education.ÌýUniversity of New South Wales.
2023 - The 2023 Faculty Award for Excellence in Supervision of Research Higher Degree Students.ÌýUniversity of New South Wales.
2024 - The 2024 Faculty Award for Teaching Excellence.ÌýUniversity of New South Wales.
2024 - ECAN (Careers Academic Network) Award for Teaching Excellence in 2024.ÌýUniversity of New South Wales.
- 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
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Publications
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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. InÌýFrontiers in EducationÌý(Vol. 9, p. 1322872). Frontiers Media SA.
Alonzo, D., Quimno, V., Townend, G.Ìý& Zin Oo, C. (2024).ÌýUsing information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023).ÌýEduc Asse Eval AccÌý36, 433–451 (2024).
Lucas, M., & Townend, G. (2024). Nurturing creativity and the role of subject-specific knowledge.ÌýTeacher Magazine.Ìý
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.ÌýAmerican Journal of Education and Learning,Ìý9(2), 266–275.
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: Â鶹Éçmadou 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).
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.ÌýJournal of Special Education Research, 45(3), 123-145.Ìý
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.
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.ÌýGifted Child Quarterly,Ìý66(2), 149-151.
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.ÌýJournal of Religious Education,Ìý67(1), 17-39.
Sammel, A., Townend, G., & Kanasa, H. (2018). Hidden Expectations Behind the Promise of the Flipped Classroom.ÌýCollege Teaching, 1-11.
Rowan, L., & Townend, G. (2017). No hugs required: University student perspectives on the relationship between excellent teaching and educational rapport.ÌýStudent engagement and educational rapport in higher education, 105-130.
Ronksley-Pavia, M., & Townend, G. (2017). Student voice: Listening and responding to the experiences of twice-exceptional students.ÌýTalentEd, 62,Ìý4-18. doi not available
Townend, G., & Brown, R. (2016). Exploring a sociocultural approach to understanding academic self-concept in twice-exceptional students.ÌýInternational Journal of Educational Research,Ìý80, 15-24.ÌýhÌý
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.ÌýCogent Education,Ìý3(1), 1242458.ÌýÌý
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.ÌýAustralasian 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.ÌýTalented, 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.ÌýDigital Culture & Education,Ìý8(3), 169–187.
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Book Chapters
Filmer, R., & Townend, G. (2024). Gifted/high potential learners. In R. Filmer (Ed.),ÌýNeurodiversity and the Twice-Exceptional StudentÌý(pp. 23-51). Routledge.Ìý
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.
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. InÌýBuilding Inclusive Education in K-12 Classrooms and Higher Education: Theories and PrinciplesÌý(pp. 241-259). IGI Global. DOI:Ìý10.4018/978-1-6684-7370-2.ch014
Townend, G., Hay, P. K., Jung, J. Y., & Smith, S. R. (2021). Supporting Australian gifted indigenous students’ academic potential in rural settings.ÌýHandbook of Giftedness and Talent Development in the Asia-Pacific, 709-726.
Blackburn, A. & Townend, G. (2019).Ìý.ÌýGifted and Talented Development in the Asia Pacific: Springer International Handbooks of Education.
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- Member, AustralianÌýAssociation for Gifted Children (NAGC)
- Member, Tasmanian Gifted Association
- Member World Council forÌýGifted and Talented Children
- Australian Delegate forÌýWorld Council forÌýGifted and Talented Children
- Associate Editor, Australasian Journal of Gifted Education
- Reviewer, Educational Review
- Reviewer, Journal for the Education of the Gifted
- Reviewer, Journal of Advanced Academics
- Reviewer, Journal for the Education of Gifted Children
- Reviewer, Frontiers JournalÌý
Practitioner Journals:
- Lucas, M., & Townend, G. (2024). Nurturing creativity and the role of subject-specific knowledge.ÌýTeacher Magazine.Ìý
- Townend, G. (2023). Supporting Twice-Exceptional Students: Strategies for Success. NSW Gifted Education Bulletin, 29(2), 15-18. Ìýhttps://doi.org/ 10.1007/s11092-024-09443-8
- Townend, G.(2021). The myth that gifted students will make it on their own. Vision, The Victorian Association for Gifted and Talented Children. 32(2), 8-9.
Conference Presentations 2023-2025:
- Townend, G. (2025, April). Opportunity Class Conference. Misconceptions around gifted students. Sydney, NSW, Australia.
- Townend, G. (2025, February). Catholic Education Tasmania. Understanding and Supporting Twice-Exceptional Students. Hobart, Sydney, Australia.
- Townend, G. (2024, December). Selective Schools Head Teachers, Teaching and Learning, Conference. Barriers to Learning: How to Support Neurodiversity in the Secondary Classroom. Sydney, NSW, Australia.
- Townend, G & McGregor M. (2024, December). The Elephant in the Room: The Place of Gifted Education in Initial Teacher Education - Strong Beginnings: Contradictions and opportunities in Initial Teacher Education. Session presented at the conference for the Australian Association for Research in Education. Sydney, NSW, Australia.
- Ngo, T., Kwee, T., Gai, A., Irawan, R., Townend, G. (2024, December). Beyond the debate over Back-to-basics in language and literacy teaching. Session presented at the conference for the Australian Association for Research in Education. Sydney, NSW, Australia.
- Townend, G. (2024, November). Building Social and Emotional Mastery in Gifted Education: Moving Beyond IQ Global Conference on Giftedness & Creativity 2024. The Kingdom of Saudi Arabia.
- Townend, G. (2024, October). Keynote presentation – Finding and Supporting Giftedness with Autism –2024 Guangdong International Autism Forum and the Annual Conference of Guangdong Rehabilitation and Education Association of Autism. Guangzhou, China.
- Townend, G. (2024, October). Special Individuals and Education Research Group – Twice-exceptional students – identification and support. University of new South Wales, Sydney, Australia.
- Townend, G. (2024, August). Gifted with Autism – Findings from Our Research. Session presented at the biennial meeting Asian-Pacific Conference on Giftedness, Takamatsu, Japan
- Townend, G. (2024, February). Â鶹Éçmadou academic staff professional development - Supporting Twice-Exceptionality in University Programs. Educational development (equity), Teaching Commons University of new South Wales, Sydney, Australia.
- Townend, G. (2024, January). Parent information presentation around giftedness and identification. Presented for the Gifted education Research and resource Information Centre, Annual Parent Conference, Sydney, Australia.
- Townend, G. (2023, December). Preparing Teachers for the mixed ability classroom. Session presented at the conference for the Australian Association for Research in Education. Melbourne, NSW, Australia.
- Townend, G. (2023, October). Reaching our marginalised gifted students - developing practice to support twice-exceptional students. Presentation of Bi-Annual Conference for the Australian Association for the Education of the Gifted and Talented
- Townend, G. (2023, August). Twice-Exceptionality – Prevalence and Directions. EDU Delegation - Taipei City Government Education Department. University of new South Wales, Sydney, Australia.
- Alonzo, D., Nguyen, H., Ellis, N. & Townend, G. (2023, July). Empirical Dimensions of Supervising Teachers’ Mentoring Skills. Australian Teacher Education Conference. Australian Catholic University Sydney, Australia.
- Townend, G. (2023, May). Characteristics of Twice-Exceptionality. Ignite he Spark Conference. Department of Education New South Wales and University of New South Wales.
- Townend, G. (2023, May). Invited speaker. Gifted Awareness Forum for Educators’ Annual Conference. Session presented Sydney , Australia.
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My Research Supervision
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Daniel Witanowski |
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Donna Ginzberg |
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Georgie Williams |
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Jakki Hardman |
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Janet Cairncross |
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Julia Scott |
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Ka Wan Ao Ieong |
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Michelle Lucas |
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Nicole Luk |
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Sarah Fleming |
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Janine Barr |
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Julia Robertson |
My Teaching
Gifted Education
Twice-exceptional students
Creativity across the K-12 curriculum areas
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