Prof Miraca Gross

Overview

Dr Miraca U. M. Gross is Professor of Gifted Education in UNSW's School of Education as well as Director of GERRIC. She is recognised nationally and internationally as a leading authority on the education of gifted and talented students.

Miraca holds MEd and PhD degrees in gifted education. She began her career as a teacher and has 22 years' experience as a classroom teacher and school administrator in State education systems in Scotland and Australia. For 12 years, she was a specialist teacher of gifted and talented children in several different classroom settings, including the regular classroom, cluster grouped classes, pullout programs, and full-time classes.

In December 1995, Miraca received the University of New South Wales Vice - Chancellor's Award for Excellence in Teaching. In 1997 the Australian Federal Government honoured her with the inaugural Australian Award for University Teaching in Education. In 2003 the Australian College of Educators honoured her with the Sir Harold Wyndham Medal for outstanding services to Australian education. In June 2008, she was recognised in the Queen's Birthday Honours List with Membership in the Order of Australia.

Research Summary

Education of gifted and talented students; psychosocial development of children and adolescents

Teaching

Consultation Times: Wed 2-5pm

Undergraduate courses
EDST4095 Gifted and Talented Students: Recognition and Response
Designed to equip prospective teachers with the skills to recognise and respond to the needs of intellectually gifted students, including students from disadvantaged and minority groups. Critically examines the theories of giftedness and talent which currently influence education systems in Australia, and NSW in particular, and focuses on different levels of giftedness. Introduces objective and subjective methods of assessing the abilities and achievements of gifted students. Examines the cognitive and affective development of these students in the light of current research on providing optimal contexts for learning. Introduces systematic approaches to differentiating the curriculum for gifted and talented learners.

Postgraduate courses
EDST5800 Current Issues in the Education of Intellectually Gifted Children
Focuses on current philosophic and social attitudes within Australia and internationally, to the education of children of high intellectual potential. Explores the concept of giftedness from an analysis of its historical and cultural roots to an examination of the current focus on different domains and levels of giftedness. Analysis and evaluation of a range of techniques for identifying giftedness and high ability in both primary and secondary students, with particular focus on strategies to identify gifted children in disadvantaged and minority groups. Explores current research evidence of the academic, social and emotional needs of gifted children and investigates teaching strategies and school organisational structures which have been shown to facilitate or impede the full development of high potential. Examines strategies by which teachers and administrators can facilitate school change to meet the needs of gifted students.

EDST5802 Introduction to the Identification of Intellectually Gifted Children
An introduction to some of the subjective and objective measures by which children of high intellectual potential can be identified and their abilities and achievements accurately assessed. Methods of identification including: behaviours which indicate possible giftedness; developmental indicators such as early speech, mobility and reading; teacher, parent peer and self nomination; and standardised tests of aptitude and achievement. Emphasises the use of a combination of approaches rather than a single measure. Attention to the recognition of different levels of giftedness, and to the identification of high potential in minority and disadvantaged groups including the physically handicapped, geographically isolated, Aboriginal children, and girls.

EDST5806 Caring for the Affective Needs of Intellectually Gifted Children
Examines the research dealing with the many dimensions of appropriate affective curriculum design for intellectually gifted students. Concentrates on the development and monitoring of affective competencies as they complement the attainment of cognitive competencies. Focuses on the research dealing with strategies and counselling interventions which can be provided by teachers trained and experienced in guidance procedures, the role of the school counselor and current research on the vital role of parents in this context.

Affiliations and Memberships

Centre Director