The behaviour of adolescents in our society often results in unhealthy or dangerous consequences. Professional practitioners often are ineffective in guiding our youngsters toward positive and healthy behavioural choices because they attempt to address the problem behaviours themselves, rather than the processes through which teens are motivated to make such behavioural choices.Previous research has defined "teenagerhood" as a discrete cultural stage through which many teens pass, and has suggested that their behavioural choices are often motivated by perceptions of "coolness", defined as social attractiveness.This thesis advances these notions, further suggesting they comprise a viable foundation on which to develop further research and practice in our school system, particularly with respect to preventing problems among teens.Written from the stance of an integrative-interpretive review, this paper attempts to bridge the gap between research and practice through developing an ecological overview of teenagerhood and middle-level education. This study examines a wide variety of academic and popular literature pertaining to the culture of coolness, and middle school practice. This paper draws five broad and interrelated conclusions: (a) that there is a need for innovative and appropriate research methods for integrating research and practice in education, particularly concerning ecologically complex issues iii such as teenagerhood, coolness, and risky behavour; (b) that the problem of youth at risk is both real and serious; (c) that many youngsters need to be cool, and adults working with young adolescents need to understand, respect, and work with that knowledge; (d) that the function and structure of schools must accommodate youngsters' real characteristics, needs, and the contextual imperatives of teenagerhood and coolness; and (e) that the roles and practices of professionals in schools must fit youngsters' real characteristics, needs, and the contextual imperatives of teenager hood and coolness. ACKNOWLEDGMENTSThroughout this study, the help and encouragement of many people was invaluable. I offer my sincere and heartfelt thanks to all those whose assistance and support was essential to the completion of this paper.Dr. Ron Lehr, as the initial supervisor of this paper, proVided a strong foundation for the development of this study. Dr. Tom Strong and Dr. Peter MacMillan, as committee members, provided positive and valuable advice, and I am sincerely grateful for their willingness to serve on severely short notice.Dr. Bryan Hartman deserves special recognition, not only for the excellent. help and supervision he provided throughout this study, but also for his outstanding leadership in making regional education a reality at the University of Northern British Columbia. I will not forget his tireless efforts and amiable manner. He is my nominee for Educator of the Millenium.The University of Northern British Columbia's Regional Library Services provided exemplary service, and I am especially grateful ...