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Beginning teachers in Northern Ireland and the United States conducted structured inquiry projects in which they investigated elementary children's understanding of history and social studies. Interviews with the teachers and analysis of their written assignments indicate that these investigations challenged their beliefs about children's prior knowledge and their own instructional techniques. Teachers initially believed that inadequate cognitive development and lack of backgroundknowledge limited children's ability to understand history and social studies; however, after taking part in these projects, they developed a new appreciation for children's prior ideas and a clearer commitment to their own role in building on that knowledge. These findings suggest that structured investigations, focused on specific disciplinary content, have the potential to encourage beginning teachers' reflection on their students' cognition and to enhance their own sense of professional responsibility.

Study 1 assessed whether trait reactance in disturbed adolescents (ages 12 to 17) is part of the same constellation of personality variables associated with reactance in adults, and Study 2 examined whether reactance predicts inpatient treatment duration and outcomes. Correlations between reactance and MMPI-A variables among 76 inpatients (41 girls) showed that reactance is associated with oppositional, nonaffiliative, and narcissistic traits in disturbed adolescents as well as adults. Reactance predicted longer hospital stays among 176 adolescents (90 girls), and also changes in aggression, mood problems, and substance abuse among those in middle (n=89) but not early (n=87) adolescence. Additional analyses identified "typically male" and "typically female" patterns of reactance-change relationships. The clinical significance and utility of these findings are discussed.

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