Professor Miraca Gross

Emeritus Professor of Gifted Education
DipT Moray House, Edin, BEd SACAE, MEd PhD Purdue, FACE
School of Education

Contact

+61 2 9385 1971
101 Goodsell Building
Fields: Specialist Studies in Education

Dr Miraca Gross is Professor of Gifted Education and Director of the Gifted Education Research, Resource and Information Centre (GERRIC) within the School of Education. Her field of specialisation within her Master of Education and PhD degrees (Purdue University, Indiana) is the education of gifted and talented students. Her honours, awards and prizes include the Hollingworth Award for Research in the Education and Psychology of the Gifted (1987); the Mensa Education and Research Foundation Award for Excellence (1988 and 1990) followed by the Mensa International Education and Research Foundation Lifetime Achievement Award (2008); the American National Association for Gifted Children’s Early Scholar Award (1995) becoming the first non-American to have been honoured with this award, followed by that organisation’s Distinguished Scholar Award (2005); the Sir Harold Wyndham Medal for 2003, awarded by the Australian College of Educators for “outstanding contributions to Australian education”; the University of New South Wales Vice-Chancellor's Award for Excellence in Teaching (1995); the Inaugural Australian Award for University Teaching in Education from the Australian Commonwealth Government (1997). In June 2008 Miraca was honoured with Membership in the Order of Australia (AM) awarded in the Queen’s Birthday Honours List.

Miraca’s research focuses on a range of issues in the cognitive and socio-affective development of intellectually gifted children and adolescents, the outcomes of various form of ability grouping and acceleration as educational interventions to foster talent development and the relationship of teacher attitudes towards gifted students and the development of special programs. Miraca’s longitudinal study of 60 exceptionally gifted young adults is in its 27th year.


Publications

    Books

    • Gross MU, 2010, Miraca Gross, in her own write: A lifetime in gifted education, Original, Gifted Education Research, Resource and Information Centre (GERRIC), Sydney, Australia
    • Gross MU, 2004, Exceptionally Gifted Chidlren: Second edition, 2nd, Routledge Falmer, London, UK
    • Colangelo N;Assouline S;Gross MU, 2004, A Nation Deceived: How schools hold back America`s brightest students (Volume 2), 1, Belin-Blank Center for Gifted Education, University of Iowa
    • Colangelo N;Assouline S;Gross MU, 2004, A Nation Deceived: How schools hold back America`s brightest students (Volume 2), 1, Belin-Blank Center for Gifted Education, University of Iowa
    • Gross MU;MacLeod B;Drummond D;Merrick C, 2001, Gifted students in primary schools-Differentiating the curriculum, Original, Gifted Education Research, Resource and Information Centre, UNSW, Sydney
    • Gross MU;Sleap B, 2000, Responding to gifted and talented students, Original, Primary English Teaching Association, Marrickville, NSW
    • Gross MU;Sleap B;Pretorius M, 1999, Gifted students in secondary schools: Differentiating the curriculum, Original, Gifted Education Research, Resource and Information Centre, UNSW, Sydney
    • Gross MU, 1999, Inequity in Equity: Gifted Education in Australia, Original, Menzies Research Centre, Canberra

    Book Chapters

    • Gross MU M, 2015, 'Characteristics of able gifted highly gifted exceptionally gifted and profoundly gifted learners', in Applied Practice for Educators of Gifted and Able Learners, pp. 3 - 23, http://dx.doi.org/10.1007/978-94-6300-004-8_1
    • Jung JY;Gross MU M, 2015, 'Radical acceleration', in Assouline SG; Colangelo N; VanTassel-Baska J; Lupkowski-Shoplik A (ed.), A nation empowered: Evidence trumps the excuses holding back America's brightest students, The Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development, University of Iowa, Iowa City, IA, pp. 199 - 208
    • Gross MU, 2014, 'Issues in the social-emotional development of intellectually gifted children', in Atlas habilidades/superdotacao: Creatividade e emocao, Jurua Editora, Brazil, pp. 86 - 96
    • Gross MU, 2014, 'Issues in the social-emotional development of intellectually gifted children.', in Atlas habilididades/superdotacao: Creativitade e emocao., pp. 86 - 96
    • Jung JY;Gross MU M, 2014, 'Highly gifted students', in Plucker JA; Callahan CM (ed.), Critical issues and practices in gifted education: What the research says, edn. 2nd ed., Prufrock Press, Waco, TX, pp. 305 - 314, http://www.prufrock.com/Critical-Issues-and-Practices-in-Gifted-Education-What-the-Research-Says-2nd-ed-P1902.aspx
    • Gross MU, 2009, 'Highly gifted young people: Development from childhood to adulthood', in Shavinina L (ed.), Handbook of Giftedness, edn. Original, Springer, pp. 337 - 351, http://dx.doi.org/10.1007/978-1-4020-6162-2_15
    • Gross MU, 2009, 'Friendship issues for gifted children', in Kerr B (ed.), Encyclopedia of Giftedness, Creativity and Talent, edn. Original, Sage Publications
    • Gross MU, 2009, 'Highly gifted children and adolescents', in MacFarlane B; Stambaugh T (ed.), Leading Change in Gifted Education, edn. Original, Sage Publications, pp. 119 - 134
    • Gross MU, 2008, 'Highly gifted children and adolescents', in Plucker J; Callahan C (ed.), Critical issues and practices in gifted education, What the research says, edn. 1, Prufrock Press, Inc., Waco, Texas, pp. 241 - 251
    • Gross MU;Boland C, 2007, 'Counselling Highly Gifted Children and Adolescents', in Mendaglio S; Peterson JS (ed.), Models of Counselling Gifted Children, Adolescents and Young Adults, edn. 1, Waco, Texas, USA, pp. 153 - 197
    • Gross MU, 2007, 'A Longitudinal study of radical acceleration with exceptionally and profoundly gifted children', in Kay, Robson and Brennan (ed.), High IQ Kids, edn. 1, Free Spirit Publishing, Minneapolis, USA, pp. 212 - 243
    • Gross MU M, 2005, 'To group or not to group: Is that the question?', in Including the Gifted and Talented: Making Inclusion Work for More Able Learners, pp. 119 - 137, http://dx.doi.org/10.4324/9780203008621
    • Gross MU, 2004, 'Radical acceleration', in A Nation Deceived: How schools hold back America`s brightest students (Volume 2), edn. 1, Belin-Blank Center for Gifted Education, University of Iowa, pp. 87 - 96
    • Gross MU, 2003, 'Gifted and Talented Children', in International Encyclopaedia of Marriage and Family: Volume Two, edn. Original, MacMillan, New York, pp. 748 - 753
    • Gross MU, 2003, '`The road less travelled by`: The different world of highly gifted children', in Smutny JF (ed.), Underserved gifted populations: responding to their needs and abilities, edn. 1, Hampton press, New Jersey, USA, pp. 407 - 431
    • Gross MU, 2002, 'Social and emotional issues for exceptionally intellectually gifted children', in Niehart M (ed.), The social and emotional development of gifted children, edn. 1, Prufrock Press, Texas, USA, pp. 19 - 29
    • Gross MU, 2000, 'Issues in the Cognitive Development of Exceptionall and Profoundly Gifted Individuals', in International Handbook of Gifted and Talent 2nd Edition, edn. Original, Elsevier Science, Oxford UK, pp. 179 - 192
    • Gross MU, 1999, 'Gifted education in Australia', in Creativity`s Global Correspondants - 1999, edn. Original, Winslow Press, Delray Beach, Florida, pp. 9 - 13
    • Gross MU;Howard J, 1997, 'Extending options for gifted and talented pupils', in Meeting the challenges of primary schooling, edn. Original, Routledge Press, London, pp. 121 - 133

    Journal articles

    • Jung JY;Young M;Gross MU M, 2015, 'Early College Entrance in Australia', Roeper Review, vol. 37, pp. 19 - 28, http://dx.doi.org/10.1080/02783193.2014.976323
    • Nguyen TM P;Jin P;Gross MU, 2013, 'Confucian Values in Vietnamese Gifted Adolescents and their Non-Gifted Peers', Gifted and Talented International, vol. 28, pp. 227 - 238, http://www.world-gifted.org/sites/default/files/GTI28(1&2)2013_0.pdf
    • Nguyen TM P;Jin P;Gross MU, 2010, 'Development of Confucian value scale for Vietnamese gifted adolescents', Gifted and Talented International, vol. 25, pp. 53 - 64
    • Geake JG;Gross MU M, 2008, 'Teachers' negative affect toward academically gifted students: An evolutionary psychological study', Gifted Child Quarterly, vol. 52, pp. 217 - 231, http://dx.doi.org/10.1177/0016986208319704
    • Gross MU, 2008, 'Hasten slowly: Thoughtfully planned acceleration', Understanding Our Gifted, vol. 20, pp. 6 - 8
    • Gross MU, 2008, 'Concealment, camoulfage or clarity - Decisions for the verbally gifted', Understanding Our Gifted, vol. 20, pp. 23 - 25
    • Hay PK;Gross MU;Hoekman KP;Rogers KL, 2007, 'Prosocial Reasoning and Empathy in Gifted Children', Australasian Journal of Gifted Education, vol. 16, pp. 5 - 14
    • Gross MU M, 2006, 'Exceptionally gifted children: Long-term outcomes of academic acceleration and nonacceleration', Journal for the Education of the Gifted, vol. 29, pp. 404 - 429, http://dx.doi.org/10.4219/jeg-2006-247
    • Muratori MC;Stanley JC;Ng L;Ng J;Gross MU M;Tao T;Tao B, 2006, 'Insights from SMPY's greatest former child prodigies: Drs. Terence ("Terry") Tao and Lenhard ("Lenny") Ng reflect on their talent development', Gifted Child Quarterly, vol. 50, pp. 307 - 324, http://dx.doi.org/10.1177/001698620605000404
    • Gross MU, 2006, 'Musings: The Invisible Disability-Hearing Impairment and the Gifted Children', Understanding Our Gifted, vol. 18, pp. 26 - 27
    • Gross MU, 2006, 'Twinkle, Twinkle Little Star: Just don`t push Your Luck too far', Understanding Our Gifted, vol. 18, pp. 27 - 29
    • Gross MU, 2006, 'Big Fish in Little Ponds? Self-Esteem, Motivation and Ability Grouping', Understanding Our Gifted, vol. 18, pp. 21 - 23
    • Gross MU M;Van Vliet HE, 2005, 'Radical acceleration and early entry to college: A review of the research', Gifted Child Quarterly, vol. 49, pp. 154 - 171, http://dx.doi.org/10.1177/001698620504900205
    • Gross MU, 2005, 'Front end analysers: What you see is not what you`ve got', Understanding Our Gifted, vol. 18, pp. 24 - 25
    • Gross MU;Van Vliet HE, 2005, 'Why radical accelaration works and when to use it', Understanding Our Gifted, vol. 17, pp. 22 - 25
    • Gross MU, 2004, 'Benefits of gifted education', Directions in Education, vol. 13(18), pp. 2 - 2
    • Gross MU, 2004, 'Accelerating gifted students: Myths and realities', Campus Review, pp. 19 - 19
    • Gross MU, 2004, 'Repetitions, repetitions and the restless years', Understanding Our Gifted, vol. 16(2), pp. 29 - 30
    • Gross MU, 2004, 'Selective high schools: A mainstream alternative', Understanding Our Gifted, vol. 16(3), pp. 25 - 27
    • Gross MU, 2004, 'The five questions in teacher professional development', Understanding Our Gifted, vol. 17(1), pp. 21 - 24
    • Gross MU, 2003, 'Giftedness, labelling and the non-therapeutic dose', Understanding Our Gifted, vol. 15, pp. 22 - 24
    • Gross MU, 2003, 'Are gifts are equal but some gifts are more equal than others', Understanding Our Gifted, vol. 1, pp. 8 - 12
    • Gross MU, 2003, 'All gifts are equal but some gifts are more equal than others.', Understanding Our Gifted, vol. 15, pp. 8 - 12
    • Gross MU, 2003, 'Does Criticizing your child`s teacher disempower your child?', Understanding Our Gifted, vol. 15, pp. 22 - 23
    • Gross MU, 2002, 'Gifted children and the gift of friendship', Understanding Our Gifted, vol. 1, pp. 27 - 29
    • Gross MU, 2002, 'Are we two-faced about double-labelled students?', Understanding Our Gifted, vol. 1, pp. 26 - 28
    • Gross MU, 2001, 'Serving gifted students in schools-Bland protestations or practical action?', Understanding Our Gifted, vol. 13, pp. 16 - 18
    • Gross MU, 2001, 'Research on teacher attitudes towards gifted and talented students', Understanding Our Gifted, vol. 1, pp. 12 - 17
    • Gross MU, 2001, 'International handbook of giftedness and talent (2nd ed.)', Gifted and Talented International, vol. 16, pp. 75 - 76
    • Gross MU, 2001, 'Coming to terms with the `G` word: Let`s call a spade a spade', Understanding Our Gifted, vol. 13, pp. 20 - 22
    • Gross MU, 2000, 'What does it mean to view nature and nurture vis-a-vis when looking at giftedness?', Understanding Our Gifted, vol. 12, pp. 13 - 15
    • Gross MU, 2000, 'Exceptionally and profoundly gifted students: An underserved population', Understanding Our Gifted, vol. 12, pp. 3 - 9
    • Gross MU, 2000, 'Short on memory, long on myth: Why do we ignore the earlier definitions?', Understanding Our Gifted, vol. 13, pp. 20 - 22
    • Gross MU M, 1999, 'Small poppies: Highly gifted children in the early years', Roeper Review, vol. 21, pp. 207 - 214, http://dx.doi.org/10.1080/02783199909553963
    • Gross MU M, 1999, 'Critical dialogue: Inequity in equity: The paradox of gifted education in Australia', Australian Journal of Education, vol. 43, pp. 87 - 103, http://dx.doi.org/10.1177/000494419904300107
    • Hoekman K;McCormick J;Gross MU M, 1999, 'The optimal context for gifted students: A preliminary exploration of motivational and affective considerations', Gifted Child Quarterly, vol. 43, pp. 170 - 186
    • Gross MU, 1999, 'Gifts, strengths and politics: A glance in the driving mirror', Understanding Our Gifted, vol. 12, pp. 6 - 10
    • Gross MU, 1999, 'Assessing the arguments against education:Rejoinder to Robin Small', Australian Journal of Education, pp. 108 - 111
    • Gross MU M, 1998, 'The “me” behind the mask: Intellectually gifted students and the search for identity', Roeper Review, vol. 20, pp. 167 - 174, http://dx.doi.org/10.1080/02783199809553885
    • Gross MU, 1998, 'Issues in assessing highly gifted', Understanding Our Gifted, vol. 10, pp. 3 - 8
    • Gross MU, 1998, 'Fishing for the facts: A response to Marsh and Craven', Australasian Journal of Gifted Education, pp. 16 - 28
    • Gross MU, 1997, 'How ability grouping turns big fish into little fish - or does it? Of optical illusions and optimal environments', Australasian Journal of Gifted Education, pp. 18 - 30
    • Gross MU, 1997, 'Gifted education `SHIPS` enter South Australia', Directions in Education, pp. 2 - 2
    • Gross MU M, 1992, 'The Use of Radical Acceleration in Cases of Extreme Intellectual Precocity', Gifted Child Quarterly, vol. 36, pp. 91 - 99, http://dx.doi.org/10.1177/001698629203600207

    Conference Papers

    • Gross MU, 2001, 'Ability grouping, self-esteem and the gifted: A study of optical illusions and optimal environments', in Proceedings of the Wallace National Research Symposiums, Henry B and Jocelyn Wallace National Research Symposium on Talent Development 1998, University of Iowa, presented at Henry B and Jocelyn Wallace National Research Symposium on Talent Development 1998, University of Iowa, 21 - 23 May 1998
    • Gross MU, 2001, 'All gifts are equal but some are more equal than others: variations on an Australian theme', in ASME XIII - A musical Odyssey, ASME XIII - A musical Odyssey, University of Adelaide, presented at ASME XIII - A musical Odyssey, University of Adelaide, 06 - 10 July 2001
    • Gross MU, 1999, 'Relationships between self-esteem and motivational orientation among gifted students in full-time programs', in Colangelo N; Assoline SG (eds.), Proceedings of the Wallace National Research Symposiums, 3rd Wallace National Research Symposium on Gifted Education and Talent Development, University of Iowa, pp. 363 - 370, presented at 3rd Wallace National Research Symposium on Gifted Education and Talent Development, University of Iowa, 18 - 20 May 1995
    • Gross MU, 1997, 'Changing teacher attitudes towards gifted children: An early but essential step.', in Chan J; Li R; Spinks J (eds.), Eleventh World Conference on the Education of Gifted and Talented Children, 11th World Conference on the Education of Gifted and Talented Children, Hong Kong, pp. 3 - 22, presented at 11th World Conference on the Education of Gifted and Talented Children, Hong Kong, 01 July 1995

    Recorded / Rendered Creative Works

    • Gross MU, 1999, What research tells us about ensuring the success of your school`s gifted program, Video
    • Vantassel-Baska J;Gross MU, 1998, What research tells us about ensuring the success of your school`s gifted program, Video
    • Gross MU, 1998, What research tells us about how ability grouping effects gifted students` self-esteem, Video
    • Rogers KM;Gross MU, 1997, What research tells us.. About the academic acceleration of gifted and talented students, Video

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