Dissertations / Theses on the topic 'Year 11 students'

Adolescence is a time of accelerated physical and sexual growth, and many students become sexually active before they finish secondary schooling. Unfortunately, many adolescents and young adults experience sexual coercion in their intimate relationships. Sexual coercion is defined broadly as verbal or physical pressure to engage in sexual activity. This study sought to examine sexual coercion experiences of Year 11-12 high school, male and female students in their peer dating and relationships. Before retrieving such information, a modified Sexual Experiences Survey (SES) questionnaire was designed. This was named the Adolescent Dating and Relationship Survey (ADRS) which, subsequently, was examined by experts in the area, and validated via a pilot study using 30 university students. Thirdly, the study administered the ADRS to 341, Year 11 and Year 12 students to examine how they responded to their sexually coercive experiences. The participants were actively engaging in relationship behaviours, with nearly 50% of the females and 70% of the males reporting a relationship with a partner of the same age. However, significantly more females dated older partners and, conversely, more male students were involved with younger partners. The female students tended to have longer relationships than the males, especially for relationships of 9 to 12 months or longer. Participants did not report sexual coercion experiences via threat or blackmail, nor were the males threatened with a weapon. The most frequently cited forms of coercion by both female and male students were: made to feel guilty, being plied with alcohol and/or other drugs, being pressured by begging and/or arguing, and being lied to. However, the female students reported being physically restrained significantly more than the males. As a group they responded to these sexually coercive acts via all forms 2 measured except the males, who did not resort to either fighting off or yelling. Talking about the experience later was the response commonly reported by the students. Further, female students responded to sexual coercion by saying either,

In 2001 the then UK Government set a national target to get 50 per cent of young people between the ages of 18 and 30 into higher education by the year 2010. To achieve this goal, higher education institutions were required to deliver Widening Participation initiatives that would target under-represented groups in a bid to raise aspirations and bring them into the sector. The study that underpins this thesis was an investigation into the issues surrounding widening participation from the perspective of students in their final year of compulsory schooling. It began as a year-long longitudinal study of the students’ views as they moved towards a key transitional point in their lives. Nine students were identified from Year 11 in one school. Three were drawn from each of the following three categories or groups of students: (i) ‘traditional students’, these were students who were deemed as belonging to groups that were already well-represented in higher education; (ii) ‘non-traditional’ students, these were deemed ‘non-traditional’ in the sense that they were seen as belonging to groups that were under-represented in higher education; (iii) ‘widening participation’ students, these were recipients of a widening participation initiative delivered by their nearest university which, by implication, also deemed them as being ‘non-traditional’ in the sense that they were seen as belonging to groups that were under-represented in higher education. Each participant was interviewed in-depth three times whilst they were in Year 11; in December 2003, in March 2004, and again in June 2004. Whilst all interviews sought to elicit information about their lives at that point in time, the first interview was intended to gather relevant information about their past lives, the second a more in-depth look at their current lives, and the third focused on their future lives. Follow-up data were collected from some of the participants in 2009, 2010 and 2011. An in-depth interview also took place in June 2004 with the university’s Widening Participation Officer and the school’s Head of Year 11 and Widening Participation Co-ordinator. They are considered to be key informants to widening participation initiatives, more broadly in the case of the former, and specific to the school in the case of the latter. The thesis reports on the process through which participants were selected (or not selected) for widening participation intervention, learning identities in school and out, imagined futures, choices, and ultimately what happened to those students who were tracked beyond Year 11. Flaws in the widening participation policy agenda at the time of the main data collection period were identified as: (i) the individualization of the problem which drew attention away from the structural nature of the problem of under-representation and also from deep-rooted flaws within the education system; (ii) the lack of awareness of the longitudinal nature of the problem whereby entrance into higher education is dependent on prior learning and prior qualifications – this resulted in little or no account being taken in the selection process of widening participation-targeted individuals’ previous patterns of achievements, such that they may not be on a trajectory that makes higher education a viable option, and (iii) the valuing of non-participation in higher education. The thesis concluded by acknowledging that a new legislative framework about to be implemented in 2012 appears to be addressing some of these concerns. Issues that remain unaddressed include deep-rooted problems within the formal education system, the valuing of non-participation and of vocational training, and an appreciation that learning takes place on a trajectory.

This field study aims to identify and examine the consequences and influences of course selections and career choices made by students, their parents and college staff. Because of a lack of information regarding the implications of their selected programmes of study, many students choose unwisely and as a result, have become confused about the relevance of their choices in relation to the achievement of their ultimate career aspirations. To achieve the aims of this study, an analysis of the course selections and career choices of the Year 12 graduates of 1983 from Copland College was completed. This field study is divided into three main sections. The first section comprises Chapters I and II which outline the historical development of secondary colleges within the Australian Capital Territory. The author briefly discusses the influence of both the Hughes and the Campbell Reports and illustrates how these Reports were used as the basis for the establishment of the educational structure we now have for our senior secondary college students in Canberra. In addition, this section details the historical background of careers education within the Australian Capital Territory and the influences this has had on the status of career education at Copland College. The second section covers Chapters III, IV and V. In this section the function of the Student Services Faculty within Copland College is discussed and also a brief explanation given of the type of information gathered by college and administrative staff for career and course advice. The author provides a description of the procedures II used to obtain and collate the information collected for this field study. A questionnaire method of data collection was the basis used to examine the post-collegiate activities of over 240 graduate students of 1983, and part of the questionnaire relates specifically to the destinations of these ex-students. Finally, the third section incorporates Chapters VI and VII. It details the results of my research covered in earlier chapters and at the same time, synthesizes that of other educationalists as it relates to this field study. The concluding portion of this section sets out recommendations proposed to meet the problems identified in such areas as student course selections and careers advice.

This thesis addresses better understandings of the wider systemic factors that support 11- to 13-year-old students in reading. A socio-constructivist paradigm was used to view multiple constructions of realities. Using a socially constructed ontology a mainly qualitative approach was instigated. From five case study New Zealand schools the principals, literacy leaders, teachers, parents and students were interviewed. Additionally, a structured observation schedule was used to observe the teachers during a guided reading lesson. By viewing the phenomenon through a range of participants’ lenses I aimed to portray the richness of the case studies and provide thick descriptions of the phenomenon. The thesis uncovered that the research literature contains few studies of the teaching of reading to children aged 11 to 13. This appears to be because much of the research has been carried out in the UK and USA where children move out of primary (elementary) education at age 11 or younger. This suggests a need for an international comparative study to determine if this factor is significant in the reading achievement of 11- to 13-year old-children. My research shows the reading development of these young adolescents in New Zealand occurs within a variety of contexts. Teachers alone cannot bear the burden of sole responsibility for the reading achievement of young adolescent students. There was a complex array of wider factors that supported teachers in developing regular, sustained and effective reading programmes. All of the schools had been involved in sustained professional development in literacy which was led by an external provider. The principals had taken an active part in the professional development alongside their staff. Additionally, the principals at each school had appointed a literacy leader to support staff in the teaching of reading. The principals had developed relational trust with their staff and together were working towards a shared vision. Apparent across all interviews with parents, students, teachers and literacy leaders was a quiet confidence that each of the case study schools were being led in a successful manner. What some of the parents did bring to attention was the range of experiences they had with different schools the children in their families had attended. A surprise finding in the analyses of the structured observation of guided reading was that even though the eight teachers had been nominated as effective teachers of reading, many of these teachers allowed little opportunity for student-led dialogue. This case study research investigation found numerous areas of effective practice both within the classroom and by the wider school staff, but it also identified some common aspects in these particular five schools where teacher, wider school-community practices and national educational policy could be enhanced. Additionally, the quantitative analyses of data from the teachers’ and students’ interactions during guided reading illuminated the sometimes contradictory nature of interview data and observation data. This finding highlighted the importance of including quantitative analysis of classroom observation data when investigating teachers’ practices, as the difference between ‘rhetoric’ and ‘classroom reality’ can differ. The evidence from these case studies strongly suggests that learning to read is not a skill that is learnt in isolation. Reading is not only a complex skill to achieve, but it is also contextual. Therefore, understanding the context and the varying players, who all have specific roles in supporting reading, are the cornerstones of knowing how we as a society can improve reading outcomes for all students.

This study, conducted between 2006 and 2011, enquired into student perceptions of Information and Communications Technology (ICT) and its assessment at aged 16. The prevailing orthodoxies amongst writers, commentators and educationalists are that the subject does not reflect the learning and use made by young people of technology. The voice of the learner, so often lauded in aspects of school democracy and in formative assessment, has not been heard in respect of the high-stakes assessment at the end of Key Stage (KS) 4 in schools in England. This research was a step in filling that void. Taking an interpretive phenomenological approach three phases of empirical data collection were used each building on the previous ones. To bring the student perception and voice to the fore a repertory grid analysis was initially used to elicit constructs of learning and assessment directly from the students. This was followed by a questionnaire and semi-structured interviews across a sample of state-funded schools in England. The use of a multiple-phase data collection allowed phenomena to be distilled with successively more depth at each phase. Three phenomena emerged as central to the students’ views. Firstly students identified ICT as a subject that was predominantly about their future lives. They equated what they were doing in school with their perceptions of the needs of future education, employment and as a tool for life. Secondly they, in common with many commentators, saw creativity and ICT as being intrinsically linked. Thirdly their views were dominated by the culture of the school in which they were studying. The institutional habitus gave an enculturation to their perceptions which coloured everything else. Thus they valued creative and open-ended activity in the use of technology, but only where that contributed to formal, in-school, learning.

A growing body of evidence suggests that some Science teachers use drama-based strategies in order to promote understanding of abstract scientific concepts. These strategies employ action and imagination to simulate systems and processes that are too fast, too slow, too big, too small, too expensive or too dangerous to observe in the classroom. A small group of quantitative and qualitative studies over the past thirty years has suggested that these physical simulations enable learning in secondary students, by promoting discourse and by conveying concept features through a range of sensations. The field is as yet under-theorised, consisting of single case designs and unreplicated methodologies. This multiple case study focused upon an intervention design based on a pedagogical model developed in my Masters research. This study aimed to explore the characteristics of students' interaction and the nature of their resultant conceptions over four months. Each case focussed upon one of eight Key Stage 3 and Key Stage 4 classes across a variety of UK schools. In each, a curriculum-based particle theory topic was taught in a double-period lesson. Data included video, participant observations, and interviews with three students from each class collected at pre, post and delayed intervals. Findings suggested that the pedagogy engendered engagement and self-regulation in group model-making tasks, and supported thought experiment-type visualisations of dynamic processes. Conceptual development was found to continue up to four months after the lessons. A model of learning was developed in which social interaction and multimodal discourse promoted the association of conceptual features with affective, visual and embodied images, which supported recall, discussion and further conceptual development in the longer term.

The mathematics scores of primary school students in Virgin Gorda, as indicated by national tests, have shown that their basic mathematics skills are poor. The purpose of this study was to identify teaching strategies that could help improve mathematics scores. This study was designed to examine the effects of three teaching strategies on the scores and self-concept of 9-11 year-old students learning to add and subtract fractions. These strategies were the use of traditional methods, the use of the computer as a tutor, and the use of a combination of computers and traditional methods to teach addition and subtraction of fractions. Forty students participated in the study. They were divided into three treatment groups and one control group. Each treatment group was taught addition and subtraction of fractions using one of the teaching strategies for ten weeks. Students were tested before treatment, immediately after the treatment, and two months after treatment. The test instruments were teacher-made tests on fractions and the Self-Perception Profile for Children. The results showed no significant difference in mean scores between the treatment groups on the fraction test immediately after treatment. However, when gender was considered, there was a significant difference between means of the boys and girls within the group taught by traditional methods. There was also a significant difference between the means of boys and girls within the group taught by computers. The boys in the combined traditional and computer group had a mean that was higher than boys in the other two groups. All the treatment groups had significantly higher mean scores than they had before treatment. The control group however showed no significant change. The use of computers resulted in improved self-concept. Students who were taught using computer tutorials or tutorials in combination with traditional methods had higher self-concept mean scores than students who were taught only by traditional methods. Two months after the treatment, students' mean scores on the fraction test were significantly lower for the traditional and computer groups than they had been immediately after treatment. There was no significant difference in mean scores for students in the combined group. These findings suggested that the use of computers (CAl) was as effective as traditional teaching methods and helped students to be more positive about themselves. In addition, computers, when used together with traditional methods appear to be useful in improving the scores of boys. Further, the combined use of computers and traditional methods was effective in helping students retain material. The study indicates that if the use of computers in the classroom is carefully planned, then CAl can help to improve the mathematics scores of students in the British Virgin Islands. However, the computers should be used by teachers trained in their use and the classes should be evaluated regularly.

February 2003 was the inauguration of the Foundations of Excellence project with an open invitation to chief academic officers at approximately 900 of both the American Association of State Colleges and Universities (AASCU) and the Council for Independent Colleges (CIC) member institutions. The Policy Center on the First Year of College, under the direction of the Executive Director, John N. Gardner, invited the various campuses to develop standards and guidelines for the first year, which were termed as Foundational Dimensions or simply Dimensions. As a result, over 200 member institutions agreed to participate in the project by establishing campus-wide task forces to look at the initial list of six Dimensions developed by the Policy Center and Penn State research partners. These Dimensions were designed to be essential characteristics of institutional effectiveness in promoting the learning and success of every first-year student. This is a case study of one of the founding institutions of the Foundations of Excellence endeavor, Public State University (PSU). In particular, this study utilizes the Foundations of Excellence Dimensions Statements as a basis to assess Public State University’s first-year experience collaboration efforts. Furthermore, this research is specifically grounded in the 2nd Dimensions Statement of the Foundations of Excellence, looking at what the Public State University first-year experience program looks like through academic affairs and student affairs collaborative partnerships. This study specifically examines PSU’s established partnerships within the First Year Orientation and Advising Committee (FYOAC) and the University College Advisory Council (UCAC) and determines what participants mean by collaboration. Through the use of a rubric, the analysis of the data resulted in a significant finding in reference to collaboration literature. The findings indicated that the literature on academic and student affairs collaboration should include information on institutional culture and investigate whether the underpinnings of institutional culture are actually social systems that are inextricably tied to their external environments, which in turn have a direct impact on foundational benchmarks on collaboration for First-Year Experience programs. Implications of this study’s results are addressed, limitations of this study are discussed, and recommendations for future research are given.

A poet is somebody who feels, and who expresses his (or her) feeling through words. This may sound easy. It isn't ... . It's the most wonderful life on earth. Or so I feel. e. e. cummings: 'A Poet's Advice'. (1-3, 27-28) Fifty years ago poetry was a key element in the English programme in most secondary schools. Today it is marginalised, with many teachers avoiding teaching poetry as far as possible. The consequence is a cycle of disadvantage whereby many students, never having studied, let alone attempted to write a poem in school, leave without having encountered literature at its most intense and concentrated. Since the study of poetry can also be avoided almost entirely in university English departments, such students will, in their turn, when they themselves become educators of the next generation, similarly avoid teaching poetry. This thesis investigates the pedagogical and curricular contexts within which English has been taught in New Zealand since 1945, and within which poetry has become increasingly marginal. Surveys of and interviews with students past and present, teachers and teacher-educators enable me to identify a range of reasons why this has happened, and a cycle of deprivation has developed. The thesis also identifies, however, ways in which the cycle of deprivation can be broken, and the teaching of poetry made central to the teaching of written, oral and visual language in accordance with the principles of the current New Zealand curriculum for the teaching of English.

Questions which prompted interest in this area of research in 1988 Has the introduction of the National Curriculum with its concomitant statutory requirements made any measurable difference to students' responses to MFL classroom activities? If so, then in what way and to what extent might MFL study be now more (or less) appealing to more able 13-15 year-old students in local 11-16 LM Comprehensives? The last large-scale attempt to explore pupils' views on MFL classroom activities was in 1985, as part of the Assessment of Performance Unit (APU) surveys in Secondary Schools. There has been no attempt using the techniques of applied research to investigate pupils' views since the introduction of GCSE or indeed the National Curriculum. Despite this the research of Chambers, Clarke and Stables and Wikeley in the 1990s provided significant insight into the health of the subject at secondary level. Many of the concerns raised in these works are echoed in action research based in local schools in West Essex-in particular, the impact of target language teaching, the question of relevancy and the declining popularity of Languages. The research aims to record students' responses to the PoS and to find possible reasons for these constructs. The results will be compared with other findings including those of the APU from 1985. Using the Programme of Study as a means of measurement seems a worthwhile starting point. This statutory requirement of the National Curriculum forms a blueprint for MFL teaching and learning and could constitute the framework of an investigation into student responses to MFL tasks and skills. Furthermore, teachers teach increasingly by consensus. Professionals should constantly seek to exploit better the preferred learning activities of their students; if MFL staff do not know what these are they need a working model to find out this information. The research also makes use of APU questionnaires to assess the perceived enjoyment, usefulness and difficulty of MFL study as well as measuring the level of desired contact with other European students. Findings of the investigation in 2000. Many of the findings of this study may be said to report favourably on aspects of the PoS inMFL. Among the more positive responses were: • communicating with each other in pairs and groups, and with their teacher. This largely underlined the popularity of role-plays; • developing understanding and skills through a range of language activities, e.g. games, role-play, surveys and other investigations discuss their own ideas. Discuss interests and experiences and compare them with those of others. Listen, read or view for personal interest and enjoyment, as well as for information This reflected the preference of many teenagers for exercising a degree of control in the pace and direction of the tasks set; • listening and responding to different types of spoken language. Skimming and scanning texts, including databases where appropriate, for information. This suggests that such exercises are popular for reasons that are likely to be related to pace of work; • using a range of resources for communicating, e.g. telephone, electronic mail, fax, letters; • redrafting writing to improve its accuracy and presentation, e.g. by wordprocessing. Using dictionaries and reference materials. Students are not always comfortable with the seemingly random nature of language and welcome quick methods of eliminating doubt and establishing accuracy; • Express agreement, disagreement, personal feeling and opinions. Learning by heart phrases and short extracts, e.g. rhymes, poems, songs, jokes, tongue twisters. Pupils enjoy such activities but are critical when the material is unappealing. However, many of the findings indicated less positive experiences of the students in MFL. These included: • A significantly low level of perceived enjoyment in MFL study among average and more able students in all three schools in the study falling from an already \O\,v base in Year 9 to lower levels in Year 10 and Year 11; • This experience is often more pronounced in MFL than in other GCSE subjects; • A reluctance to use the target language as a means of communication. Elements of the PoS most strongly connected to this finding were: using language for real purposes, as well as to practise skills, using everyday classroom events as a context for spontaneous speech, initiating and developing conversations, developing strategies for dealing with the unpredictable, producing a variety of types of writing, asking about meanings, seek clarification or repetition in the TL. • Teachers do not always accurately assess the popularity or unpopularity of MFL classroom tasks; • Definitions of difficulty are often determined by levels of motivation; • The desire for contact with the target language community is minimal and there are low levels of integrative motivation in all three schools; • Ethnocentricity does not appear to contribute to this; • Comparisons with 1985 APU findings indicate a far more negative outlook for MFL study in some West Essex schools with virtually no interest in post 16 MFL study.

The first aim of this study was to identify important aspects of mathematical thinking, and to investigate the relationships between the different aspects of mathematical thinking and mathematics achievement. The second aim was to examine possible gender and school location (urban, suburban, and rural) differences related to aspects of mathematical thinking and mathematics achievement. Two assessments were developed that were suitable for students in the Year 11 scientific stream in Jordan. One test was for aspects of mathematical thinking and the other for mathematics achievement, the latter being consistent with typical school achievement tests for these students in Jordan. The researcher chose and developed items to test mathematical thinking and mathematics achievement from the Third International Mathematics and Science Study (TIMSS), the internet, research literature, specialist books in mathematics and his own experience. The data were collected in the 2003-2004 academic year from over 500 Year 11 scientific stream students (both male and female) at 20 randomly selected schools from six directorates in the Irbid Governorate, Jordan. In addition, 13 teachers were individually interviewed, and four groups of students were interviewed in focus groups to obtain information about their opinions and about different methods of thinking in mathematics. The teacher interviews were used to identify consistencies and inconsistencies between the test results and the respondents’ opinions of difficulty and importance. In addition, information was obtained about the classroom time teachers devoted to the different aspects of mathematical thinking and the teaching strategies they employed. Six aspects of mathematical thinking were identified by the study: Generalization, Induction, Deduction, Use of Symbols, Logical thinking and Mathematical proof. Mathematical proof was also the most difficult aspect, while Logical thinking was the least difficult. Female students had significantly higher mean scores than males on three of the six aspects of mathematical thinking and on the total test scores. Students attending suburban schools had significantly higher mean scores than students at urban and rural schools on four aspects, and on the total scores. Using multiple regression analysis, all six aspects were found to be important for mathematics achievement. Mathematical proof and Generalization were the most important aspects, Use of symbols and Logical thinking were next in importance, and Deduction and Induction were the least important aspects. Approximately 70 per cent of the variance in mathematics achievement was explained by the six aspects of mathematical thinking, gender, and school location. There was a high level of consistency between teacher opinions of the relative importance of aspects of mathematical thinking and the test results. However, there were some nconsistencies between the teacher opinions and test results with respect to relative difficulty levels of the six aspects. By clarifying the importance for mathematics achievement of the six aspects of mathematical thinking identified, this study has relevance for the teaching of mathematics to Year 11, scientific stream students in Jordan.
PhD Doctorate

碩士
國立臺北教育大學
社會科教育學系碩士班
97
Role-play Effects on the 10- 11 Year-Old Students’ Gender Role Stereotype: A Case Study of One Elementary School in Taipei County Abstract This study investigates how Role-play affects the gender stereotype of the elementary school students who are 10- 11 years old. The research method of this study is quasi-exp -eriment which is designed for 31 students of one elementary school in Taipei county. The independent variable of this study is “The course of Role-play on gender role stereotype”, and the dependent variable is the alteration of 31 students’ gender stereotype. Moreover, these courses contain 4 aspects, which are “ the aspect of characteristic ”, “ the aspect of aspirations”, ”the aspect of ability” , and ” the aspect of housework” . The experimental teaching courses include 8 courses in 4 weeks. The studying instruments contain “the test of the children’s gender stereotype”, ”the lesson list”,” the record of observation”, “the record of interview”, and “the record of introspection”. In order to collect the quantitative data of these students’ gender stereotype effects. They are given those tests before and after one week. In the meanwhile, they are asked to write the lesson list and several records for collecting the qualitative data. The results are analyzed by t-test and the method of descriptive analysis. This study results in 4 main outcomes as follows: 1. The method of Role-play have effect partially on the aspect of characteristic of gender stereotype of these students. 2. The method of Role-play have effect partially on the aspect of aspirations of gender stereotype of these students. 3. The method of Role-play have effect partially on the aspect of ability of gender stereotype of these students. 4. The method of Role-play have effect partially on the aspect of housework of gender stereotype of these students.

The purpose of this study was to explore the selected middle years teachers’ experiences of promoting student learning in student-centered classrooms, and how these recalled experiences might affect their own future teaching and assist other teachers to promote student learning. Based on social constructivism as the epistemological foundation, I chose Appreciative Inquiry (AI) as the research methodology. AI values people’s positive experiences and emphasizes the importance of the positive core of change (Cooperrider & Whitney, 2000). In total, there were 53 middle years teachers in China and Canada who responded to an online survey. Four Chinese education experts were interviewed online, and 12 Canadian education experts participated in an interpretation panel. The findings showed that both Chinese and Canadian participants believed that engaging students in their learning was the core of creating student-centered classrooms. They regarded group study as the most popular instructional strategy that was used to promote student-centered learning. Most participants stated that they had changed or planned to change their teaching practices because they had positive teaching experiences in student-centered classrooms. Chinese participants stated that they had shared their positive teaching experiences with other teachers at three levels: school divisions/districts, schools, or grades/subjects. The main activities for communication among Chinese teachers included group discussion, collective lesson planning, and classroom visits. Canadian participants reported that they usually shared their educational ideas and teaching experiences with other teachers in both formal and informal ways, such as chatting with each other during breaks, developing learning projects together, and communicating with each other through school networking websites. In addition, findings also showed that most Chinese middle years teachers teach a single subject, but many Canadian middle years teachers teach multiple subjects. Based on this research, I suggested that teachers should apply multiple instructional strategies in their classrooms, serve students, and collaborate with parents/families. School boards and schools should make more efforts to encourage their teachers to communicate with each other, formally and regularly by providing policy, technical, and financial supports for relevant programs and activities. Teachers should choose either a single subject or multiple subjects to teach according to their own willingness and abilities. Future researchers may benefit by using Appreciative Inquiry to explore people’s positive experiences in education, and should be more open-minded by conducting cross-cultural and inter-cultural research to facilitate educators to communicate with each other and learn from each other.

碩士
大葉大學
休閒事業管理學系碩士在職專班
96
The aim of this research is to investigate the relationship between viewing different pro-grammes and what impacts will be generated in terms of children’s aggressive behavior. The participants and sample of the survey are from 175 elementary schools in Chang-Hua Country in Taiwan. In total, the sample number is 891 and the actually recipient number is 759 which accounts for 85%. The consequence of the research is indicated as follows; 1. The behavior of the children will be affected by different programmes, the location of the television and the preferred programmes by the viewers who watch pro-grammes with the children. 2. Some negative impacts have been generated by adult’s viewing behavior. 3. How aggressive children’s behavior will be, is affected by different gender, the edu-cation style from parents, the status of the family in the society, the average viewing hours, the location of the television and the accompaniers’ preferred programmes. 4. The level of the interference from the adults will give some impacts to the children’s behavior. 5. Television has made an impact on viewing behavior, peer behaviour, Violence gen-erated by electronic games, personality and self-recognisation. 6. The generator of children’s aggressive behavior can be attributed to the change of emotion, peer behavior, blaming culture, hatred, low motivation, self-centred men-tality and videogame violence. At the end of the research, the conclusion and recommendations will be given in order to provide further investigation and research for other researchers in the related fields.