Paul Croll is Professor in the Institute of Education at the University of Reading. Gaynor Attwood is Professor in the Faculty of Social Sciences and Humanities at the University of the West of England. Carol Fuller works in the Institute of Education at the University of Reading.

• Introduction; The aims and structure of the book; Ch 1 Taking children seriously; Voice and children's role in constructing their lives; Ch 2 Changing educational expectations; Trends in participation; choice, constraint and social reproduction; Ch 3 School in children's lives: attitudes and orientations; What is school like? What is school for?; Ch 4 Children's voices; How would children like to change their schools?; Ch 5 Educational futures; Intentions and expectations for participation and achievement; Ch 6 Jobs, families and education; How do children see their lives working out?; Ch 7 Premature exits; Children who plan to get out of education; Ch 8 Children's Futures; Theory, evidence and policy; implications for schools and for Interventions with potentially disengaged children; References.

'A timely book, given the current interest in extending the years of formal education and expanding universities. It is also a fascinating and important one...All in all, a book that should give hope to those who believe that children still both enjoy and believe in school.'Robin Barrow, Professor of the Philosophy of Education, Simon Fraser University, Canada

Paul Croll is Professor in the Institute of Education at the University of Reading. Gaynor Attwood is Professor in the Faculty of Social Sciences and Humanities at the University of the West of England. Carol Fuller works in the Institute of Education at the University of Reading.

• Introduction; The aims and structure of the book; Ch 1 Taking children seriously; Voice and children's role in constructing their lives; Ch 2 Changing educational expectations; Trends in participation; choice, constraint and social reproduction; Ch 3 School in children's lives: attitudes and orientations; What is school like? What is school for?; Ch 4 Children's voices; How would children like to change their schools?; Ch 5 Educational futures; Intentions and expectations for participation and achievement; Ch 6 Jobs, families and education; How do children see their lives working out?; Ch 7 Premature exits; Children who plan to get out of education; Ch 8 Children's Futures; Theory, evidence and policy; implications for schools and for Interventions with potentially disengaged children; References.

'A timely book, given the current interest in extending the years of formal education and expanding universities. It is also a fascinating and important one...All in all, a book that should give hope to those who believe that children still both enjoy and believe in school.'Robin Barrow, Professor of the Philosophy of Education, Simon Fraser University, Canada

Paul Croll is Professor in the Institute of Education at the University of Reading. Gaynor Attwood is Professor in the Faculty of Social Sciences and Humanities at the University of the West of England. Carol Fuller works in the Institute of Education at the University of Reading.

• Introduction; The aims and structure of the book; Ch 1 Taking children seriously; Voice and children's role in constructing their lives; Ch 2 Changing educational expectations; Trends in participation; choice, constraint and social reproduction; Ch 3 School in children's lives: attitudes and orientations; What is school like? What is school for?; Ch 4 Children's voices; How would children like to change their schools?; Ch 5 Educational futures; Intentions and expectations for participation and achievement; Ch 6 Jobs, families and education; How do children see their lives working out?; Ch 7 Premature exits; Children who plan to get out of education; Ch 8 Children's Futures; Theory, evidence and policy; implications for schools and for Interventions with potentially disengaged children; References.

'A timely book, given the current interest in extending the years of formal education and expanding universities. It is also a fascinating and important one...All in all, a book that should give hope to those who believe that children still both enjoy and believe in school.'Robin Barrow, Professor of the Philosophy of Education, Simon Fraser University, Canada