Curriculum compacting is one of the most well-researched and commonly used ways of differentiating instruction to challenge advanced learners. This practical and inexpensive method of differentiating both content and instruction enables classroom teachers to streamline the regular curriculum, ensure students’ mastery of basic skills, and provide time for stimulating enrichment and acceleration activities. With information on the history and rationale of curriculum compacting as well as successful implementation strategies and multiple case studies, the second edition of Curriculum Compacting introduces the strategies that teachers need to understand to implement this differentiation strategy for high potential, highly motivated and academically talented and gifted students.
Sally M. Reis, Ph.D., is the Vice Provost for Academic Affairs, a Board of Trustees Distinguished Professor, and a Teaching Fellow in Educational Psychology at the University of Connecticut. She currently holds the Letitia Neag Chair in Educational Psychology.
Joseph S. Renzulli, Ed.D., is a long-time faculty member of the Department of Educational Psychology at the University of Connecticut and was selected by the university as one of its Distinguished Professors.
Jeanne H. Purcell, Ph.D., Deborah E. Burns, Ph.D., and Wellesley H. Purcell are Connecticut educators committed to student-centered learning and best practices teaching. Together, they share more than 90 years of teaching and administrative experience in a variety of K–20 public and private school settings. Their previous publications have focused on differentiation strategies, case studies, and enrichment education.