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The purpose of this article is to report existing practices for describing samples of children in the psychological literature, to indicate the problems involved, and to recommend specific changes.Starting with the assumption that all children are not alike, it follows that research investigators who work with samples of children owe it to their colleagues to describe explicitly the samples of children utilized in their research. Developmental psychologists certainly accept the fact that children at different ages behave differently, so differently, in fact, that Wohlwill (1970) has argued that age should be the dependent variable in future research. Children may differ in their behavior according to a host of other attributes including sex, race, home background, cultural background, neighborhood, language, dialect, and ethnicity. We should be clear and explicit in reporting such variables.Just as it is true that children differ from one another as children, so do they differ from one another as pupils. In investigating children, many researchers select pupils from a school, thereby dipping into a universe of pupils about whom a good deal could be known which would help other researchers.In the process of selecting children and schools, the investigator goes through a process which may or may not involve sampling as it is generally thought of, as it may entail a highly selective procedure. Again, the reader has the right to know how the schools, classes, and pupils were

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This chapter introduces the nine case studies, the common question framework used and the different methodologies adopted. The aim of the case studies is to examine the tran of disadvantaged young people from compulsory school to further education, from education/vocational training to the labour market and from being unemployed/sitions outside the labour market into employment. They also look at examples of education and employability programmes that may support young people in these transitions in order help us understand the trajectories from school to work from a capability approach.Additional co-authors: Bettina Haidinger, Ruth Kasper, Jan Düker, Thomas Ley, Gunilla Bergströ