Dr Geraldine Townend
Lecturer

Dr Geraldine Townend

BSc (Hons)

Masters Gifted Education

PhD

PGCE

Dip TESOL

 

Arts,Design & Architecture
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 UNSW Arts, Design and Architecture Faculty, Geraldine lectures and conducts research in GERRIC  (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. 

 

 

  • Book Chapters | 2023
    Han C; Cumming TM; 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, http://dx.doi.org/10.4018/978-1-6684-7370-2.ch014
    Book Chapters | 2021
    Blackburn AM; Townend G, 2021, 'Gifted Girls with Autism Spectrum Disorders: Provisions and Priorities in Australian School Settings', in Springer International Handbooks of Education, pp. 555 - 577, http://dx.doi.org/10.1007/978-981-13-3041-4_26
    Book Chapters | 2021
    Townend G; Hay P; Jung J; Smith S, 2021, 'Supporting Australian Gifted Indigenous Students’ Academic Potential in Rural Settings', in Smith S (ed.), Handbook of Giftedness and Talent Development in the Asia Pacific, Springer International Handbooks of Education., Singapore, pp. 709 - 726, http://dx.doi.org/10.1007/978-981-13-3021-6_73-1
    Book Chapters | 2021
    Townend G; Hay PK; Jung JY; Smith SR, 2021, 'Supporting Australian Gifted Indigenous Students’ Academic Potential in Rural Settings', in Handbook of Giftedness and Talent Development in the Asia-Pacific, Springer Singapore, pp. 709 - 726, http://dx.doi.org/10.1007/978-981-13-3041-4_73
    Book Chapters | 2016
    Rowan L; Townend G, 2016, '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, http://dx.doi.org/10.1007/978-3-319-46034-5_6
  • Journal articles | 2022
    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
    Journal articles | 2022
    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
    Journal articles | 2020
    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
    Journal articles | 2019
    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
    Journal articles | 2019
    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
    Journal articles | 2018
    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
    Journal articles | 2016
    Ronksley-Pavia M; Townend G, 2016, 'Student voice: Listening and responding to the experiences of GLD students', TalentEd, 62, pp. 4 - 18
    Journal articles | 2016
    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
    Journal articles | 2016
    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
    Journal articles | 2016
    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
    Journal articles | 2015
    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
    Journal articles | 2014
    Townend G; Pendergast D; Garvis S, 2014, 'Academic self-concept in GLD students: What the literature tells us.', TalentEd, 28, pp. 75 - 89

  • ASPECT Linkage 2020
  • Catholic Schools - South Australia 2020
  • Catholic Schools - Sydney 2022
  • (2021) NSW Department of Education: NSW Equity Consortium: Imagined Futures (a whole-of-cohort outreach program with Years 7–10 including post-school transition)

 

 

Provost Award for teaching at Griffith University 2015 - awarded to top 1% of lecturers 

2022 - Award for Teaching Excellence, School of Education.

2023 - Award for Teaching Excellence, School of Education.

  • 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 Academics33(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.
  • 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.
  • 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 & Education8(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 Education67(1), 17-39.

 

 

 

  • Member, Australian Association for Gifted Children (NAGC)
  • Member, Tasmanian Gifted Association
  • Member World Council for Gifted and Talented Children
  • Australian Delegate for World Council for Gifted 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 Journal