Â鶹Éçmadou

• 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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