◎ contents Part 1 : adolescent views of work 1. the evolving nature of work images and expectations of work preparing teenagers for work 2. the design of the study : sample and procedures sample selection : sites and schools school types student selction instruments data collesction base-year finding 3. Envisioning the future expectation of the future expectations for specific careers occupational values learning about future careers work-related motivations and future orientation the good news the not-so-good news Part 2 : learning to work 4. images of work and play what's work, what's play? what activities are perceived as like both work and play? activities that are neither work nor play "workers"and "plyers" teenagers' experience in paid employment the conundrum of work in adolescence 5. learning to like challenges the relationship between enjoyment and challengers : the flow model flow and the quality of experience the variety of challenges in adolescence 6. families and the forming of children's occupational future measuring support and challenge the relation of family context adolescent attitudes and experiences family context and school outcomes narratives of family life parenting and adolescent development 7. the quality of classroom experience where do students spend their time in school? how students experience different classroom activities when optimal learning experiences occur in class what do students think about in class? student experiences in different school subjects what students say about school subjects in relation to theri future how classroom experiences differ by ability placement individual differences : who experiences flow in class what is missing in academic classes? part 3 : transitioning from high school 8. guiding students into the future : three schools of thought opportunity structures in high schools : a fuction of resources middle brook high school : a tradition of educating del vista high school : school as a road to work three high schools-three schools of thought 9. paths after high school background characteristics and paths after high school the impact of school experiences what determines the paths taken after high school 10. making the transition to adulthood personal strengths for a productive adulthood social supports for a productive adulthood implications for educational policy index