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In spring 2000, representatives from the U.S. Department of Education (DOEd) and senior staff at the National Research Council (NRC) recognized a common frustration: that the potential of information technology to transform K-12 education remains unrealized. In fall 2000 the U.S. DOEd formally requested that the National Academies undertake an interdisciplinary project called Improving Learning with Information Technology (ILIT). The project was launched with a symposium on January 24-25, 2001. This report summarizes the proceedings of the symposium and is intended for people interested in considering better strategies for using information technology in the educational arena. While it offers insights from the presenters on both the challenges to and the opportunities for forging a better dialogue among learning scientists, technologists, and educators, it does not contain conclusions or recommendations. Rather, it highlights issues to consider, constituents to engage, and strategies to employ in the effort to build a coalition to harness the power of information technologies for the improvement of American education. Every effort has been made to convey the speakers' content and viewpoints accurately. Recognizing the speculative nature of many of the speaker contributions, most attributions identify a speaker by area of expertise rather than by name. The report reflects the proceedings of the workshop and is not intended to be a comprehensive review of all the issues involved in the project to improve learning with information technology.

In this randomized trial, the addition of a form of group therapy called supportive–expressive group therapy to standard medical care did not prolong the survival of women with metastatic breast cancer. The therapy did, however, alleviate psychological symptoms. In this randomized trial, the addition of group therapy to standard care did not prolong survival. In 1989, Spiegel et al. 1 reported a randomized trial of supportive–expressive group therapy in women with metastatic breast cancer. Supportive–expressive group therapy is a standardized treatment for those with life-threatening illness that encourages participants to express feelings and concerns about their illness and its effect on their lives in the supportive environment of a therapist-led group. The women who participated in such therapy lived a mean of 18 months longer than the women in the control group. 2 , 3 However, since the statistical analysis of survival had not been planned, these results called for further investigation. Two recent randomized trials of . . .

Investigated the spelling development of 60 third and fourth graders from a variety of linguistic backgrounds and compared the spelling development of students from five language groups. Students from the different backgrounds had remarkably similar spelling development. There were differences in spelling development of English-speaking students according to socioeconomic community. (SLD)