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Tables of Contents for Becoming Adult
Chapter/Section Title
Page #
Page Count
List of Tables
ix
List of Figures
xi
Acknowledgments
xiii
Preface
xv
PART ONE ADOLESCENT VIEWS OF WORK
The Evolving Nature of Work
3
18
Images and Expectations of Work
6
7
Preparing Teenagers for Work
13
8
The Design of the Study: Sample and Procedures
21
18
Sample Selection: Sites and Schools
22
1
School Types
23
2
Student Selection
25
2
Instruments
27
6
Data Collection
33
1
Base-Year Findings
34
5
Envisioning the Future
39
28
Expectations of the Future
40
4
Expectations for Specific Careers
44
4
Occupational Values
48
3
Learning About Future Careers
51
5
Work-Related Motivations and Future Orientation
56
4
The Good News
60
1
The Not-So-Good News
61
6
PART TWO LEARNING TO WORK
Images of Work and Play
67
28
What's Work, What's Play?
69
6
What Activities Are Perceived As Like Both Work and Play?
75
2
Activities That Are Neither Work Nor Play
77
3
``Workers'' and ``Players''
80
7
Teenagers' Experience in Paid Employment
87
5
The Conundrum of Work in Adolescence
92
3
Learning to Like Challenges
95
18
The Relationship Between Enjoyment and Challenges: The Flow Model
96
3
Flow and the Quality of Experience
99
12
The Variety of Challenges in Adolescence
111
2
Families and the Forming of Children's Occupational Future
113
28
Measuring Support and Challenge
116
1
The Relation of Family Context to Adolescent Attitudes and Experiences
117
2
Family Context and School Outcomes
119
9
Narratives of Family Life
128
10
Parenting and Adolescent Development
138
3
The Quality of Classroom Experiences
141
26
Where Do Students Spend Their Time in School?
142
3
How Students Experience Different Classroom Activities
145
3
When Optimal Learning Experiences Occur in Class
148
1
What Do Students Think About in Class?
149
1
Student Experiences in Different School Subjects
150
4
What Students Say About School Subjects in Relation to Their Future
154
3
How Classroom Experiences Differ by Ability Placement
157
1
Individual Differences: Who Experiences Flow in Class
158
4
What Is Missing in Academic Classes?
162
5
PART THREE TRANSITIONING FROM HIGH SCHOOL
Guiding Students into the Future: Three Schools of Thoughts
167
32
Opportunity Structures in High Schools: A Function of Resources
168
5
Middle Brook High School: A Tradition of Educating
173
7
Del Vista High School: Everyone Can Succeed
180
7
Grove High School: School as a Road to Work
187
9
Three High Schools-Three Schools of Thought
196
3
Paths After High School
199
14
Background Characteristics and Paths After High School
202
2
The Impact of School Experiences
204
4
What Determines the Paths Taken After High School
208
5
Making the Transition to Adulthood
213
24
Personal Strengths for a Productive Adulthood
215
10
Social Supports for a Productive Adulthood
225
8
Implications for Educational Policy
233
4
Appendix A. Site Descriptions
237
4
Appendix B. Instruments
241
2
Appendix C. Variable List
243
14
Notes
257
14
References
271
8
Index
279