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1
Cannane, Mary, and n/a. "Trinity : a study of the amalgamation of St. Mary's College and Marist Brothers' St. Joseph's High School Lismore 1965-1985." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060626.125829.
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The amalagamation of St. Mary's College and St. Joseph's High
School, Lismore was a process that began in 1965 when a decision was
made to combine Senior classes for the first Higher School Certificate
curriculum. There was no thought of amalgamation in 1965 but the
decision made then lead to the developments of 1977.
Increasing enrolments and the need for a building programme set
the scene for a merger of Junior classes and the introduction of
coeducation throughout the schools. This process extended from 1977
to 1981. It was a period of conflict and resistance to change but it
laid the foundation for the complete amalgamation of the schools to
form Trinity Catholic College in 1985.
The amalgamation process provides a study of decision-making in a
Catholic school context. Changes in the Church, Catholic schools and
Religious Orders are reflected in the changes in the way that
decisions were made at the three key-points in the story.
The study draws attention to the fact that in amalgamations of
schools much of the planning is done in terms of the present schools
rather than for the new school which is always twice as large and much
more complex. The non-educational aspects of amalgamation are also
considered because they are a time-consuming but important part of the
planning.
This study shows the importance of rituals in laying the old
schools to rest so that the new school may come into being. A visible
indication that things are different is essential when the students,
staff and buildings remain as they had been.
Since amalgamations are becoming more common as student numbers
decline some lessons learned over the past twenty years are recorded
so that others may benefit from them.
2
Smith, Deborah-Anne. "St. Gregory's School profile, an internship report." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0027/MQ34230.pdf.
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Gardner, Lesley Ann. "A counselling internship in a junior high school in St. John's, Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ34182.pdf.
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Sy, Wai-yin Jeffrey. "Territoriality as environment : St. Paul's Co-ed. College /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948131.
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Brophy, Christina Suzanne. "Internship in school counselling undertaken at a St. John's high school with a research component studying an adolescent relationships group." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36100.pdf.
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Fernandez, Mario. "Ideology challenged : aspects of the history of St Columba's high school (1941-1990) and their application to an oral history project in the high-school classroom." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/13504.
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Bibliography: p. 164-188.In a number of senses, this dissertation represents something of a challenge to orthodoxy. In the first instance, it breaks with the traditional triumphalist approach to South African school-history writing by attempting to place the history of St Columba's High School within its socio-political context. It examines the nature of its unique ethos, and attempts to trace the complex interaction between this ethos and the external societal pressures it was subject to, especially those generated by the protracted South African political crisis beginning in 1976. In doing so, its historical research component relies, unlike some earlier, pioneering South African works in this field (which might be termed the social history of education) largely upon primary sources, especially oral evidence. In the second place, it investigates the challenge from below, especially on the part of students, to the "official ideology" (or ethos) of St Columba's that developed :from the watershed year of 1976, specifically in the areas of governance, discipline, student representation, politics, and the teaching of history. It finds that, though the traditional authoritarian, hierarchical ethos remained largely intact by the end of the 1980s, it had been modified by pressures on the ground, and that the challenge to achieve a more liberal, participatory dispensation at St Columba's was set to continue into the 1990s, spearheaded now by a committed cohort of teachers. Thirdly, it employs the popular-history technique of oral history both as an appropriate technique for exploring the challenge from below to the official ideology of St Columba's, and as an unorthodox pedagogical strategy in the senior-secondary classroom for deepening students' understanding of the nature of history, improving their attitude towards its study, and developing in them, at least at a rudimentary level, some of the skills of the historian. It describes the implementation of an oral history project in the senior high-school classroom, and concludes that this is a most efficacious way of achieving the desired ends and, indeed, other positive results not anticipated.
7
Murphy, Joyanne Patricia. "Post-Secondary Education Decisions of High School Black Males in St. Thomas, U.S. Virgin Islands (A Case Study)." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/30282.
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This study sought to understand the perspectives of young Black males toward post-secondary education. A qualitative case study research design was selected because it allowed the researcher to examine in a holistic fashion the complexities of how the issues of school, home, community, and peers function in the life of a young Black male in St. Thomas, USVI; and how these issues in his life yield a perspective on and a decision about participating in higher education.
A case study using taped interviews and observations of one high school Black male and his mother was conducted. Data were analyzed using Ethnograph and a coding matrix based on the tenets of grounded theory. The findings showed that the young man was ambivalent about the educational process and about his plans concerning his preparation for the future. In high school he saw three options: enlisting in the military, engaging in full-time employment, or pursuing a college education at the University of the Virgin Islands as long as he could achieve success. He viewed all three paths as equal. His family's influence had a profound impact on his decision to participate in advanced education despite his lack of commitment and his underachieving high school career.
The educational issues in the territory signal the need for territorial policy makers to initiate educational improvements in the public schools and to mandate, at the university level, an information and recruitment program for young males to improve the demographics of post-secondary education in the U.S. Virgin Islands. Recommendations for further research are offered.Ph. D.
8
Zhou, Lang, and 周浪. "Enriching visitors' experience: a cultural mapping of St. Stephen's College at Stanley, Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B47093110.
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Founded in 1903, St. Stephen’s College is a secondary school with a history of more than one century. The school was relocated to Stanley, Hong Kong Island in the 1920s, and since then, it has witnessed the development of Hong Kong in every aspect, from the social improvement to the architectural development. During the Japanese occupation in the Second World War, it was even turned into the internment camp for the Hong Kong citizens by the Japanese. Most of the oldest buildings, which were built in 1930s, are still in use today. Besides, the school also has a number of different types of plants, which are worth to appreciate for plant lovers. Recently, the school office has decided to open the school to the public for their better understanding of the history of the school as well as Hong Kong.
This dissertation will focus on two of the most important features of St. Stephen’s College: the natural potential and the architectural potential, for designing several different routes for the visitors with different interests. By analyzing and evaluating the two features, visitors can have a better knowledge about the school as well as enrich their experience while visiting the school.published_or_final_version
Conservation
Master
Master of Science in Conservation
9
施偉賢 and Wai-yin Jeffrey Sy. "Territoriality as environment: St. Paul's Co-ed. College." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985439.
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Mulrooney, Rhoda. "A study into the need for a bullying/harassment program at St. Stephen's High School, Stephenville, Newfoundland, Canada : a school psychology internship report /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62408.pdf.
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Waymark, Bruce. "Exploring photo-elicitation as a research method for teachers conducting research in their own institution : a case-study at St Agnes' School." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/376645/.
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Mabuza, Johannes Tshotsho. "Stakeholder perceptions of success factors in an academically successful Swazi high school in Manzini, Swaziland." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1006223.
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In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.
13
Kibirige, Simon Namukonge. "The knowledge and perceptions of the risks of contracting HIV/AIDS and the sexual behavior of high school learners in Port St Johns Municipality, South Africa." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86690.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This study attempts to identify HIV/AIDS knowledge gaps and the factors which influence the perceptions of the risks of contracting of HIV/AIDS, in relation to the sexual behavior of high school learners in Port St Johns Municipality. In order to do this, a close ended questionnaire was administered to 116 learners from three senior secondary schools in Port St Johns Municipality. Frequency table counts and percentages were used to describe HIV/AIDS knowledge, the perceptions of the risks of contracting of HIV/AIDS and the risky sexual behaviors by learners. The Pearson Product Moment Correlation was used in the inferential analysis. From the data, it was clear that a significant proportion of learners had gaps in their knowledge of HIV/AIDS. Female senior secondary school learners were slightly more knowledgeable than their male counterparts, in that 60% of the female learners were correct in their knowledge of HIV/AIDS, compared to 57 % of males. According to the data, 58 % of male high school learners correctly interpreted the perceptions of the risks of contracting HIV/AIDS, compared to 56% of their female counterparts. These low percentages suggest that the high school learners have inadequate skills in interpreting the perceptions of the risks of contracting of HIV/AIDS. Another finding was that 74 % of female learners do not engage in risky sexual behaviors which might lead to a contraction of HIV/AIDS, compared to 67 % of male learners. Male learners, as well as the female learners, had a Pearson Product Moment Correlation coefficient: r=0.522 for males and r= -0.268 for females, in terms of perceptions of risks of contracting of HIV/AIDS and engaging in risky sexual behavior. In other words, the results indicate that if males perceive the risks more acutely, they will not take such risks, whereas females are not easily influenced by the perceptions of risks and the way in which they behave. The study recommends that stakeholders of the schools craft HIV/AIDS programmes and policies that bridge the knowledge gaps and reduce or eliminate inaccurate perceptions of the risks of contracting HIV/AIDS, so as to enable learners to adopt safer sexual behaviors.
AFRIKAANSE OPSOMMING: Hierdie studie poog om gapings in MIV/Vigs kennis te identifiseer en die faktore wat die persepsies van die risiko's van die kontraktering van MIV, met betrekking tot die seksuele gedrag van hoërskoolleerders in Port St Johns Munisipaliteit beïnvloed. Ten einde dit te doen, is 'n vraelys geadministreer onder 116 leerders van drie senior sekondêre skole in Port St Johns Munisipaliteit. Frekwensietabel-tellings en persentasies is gebruik om MIV/Vigs kennis te beskryf, die persepsies van die risiko's van die kontraktering van MIV en die riskante seksuele gedrag deur leerders. Die Pearson Produk Oomblik korrelasie is gebruik in die inferensiële analise. Die data toon dat ‘n aansienlike persentasie van die leerders ‘n tekort aan kennis het rakende MIV/Vigs. Vroulike senior sekondêre leerders toon effens meer kennis as hul manlike eweknieë, 60% van die vroulike leerders korrek was in hul kennis van MIV/Vigs, in vergelyking met 57% van die mans. 58% van die manlike hoërskoolleerders het die persepsies van die risiko's van MIV/Vigs korrek geïnterpreteer, in vergelyking met 56% van hul vroulike eweknieë. Hierdie lae persentasies dui daarop dat die hoërskoolleerders onvoldoende vaardighede het in die interpretasie van die persepsies van die risiko's van die kontraktering van MIV. Nog 'n bevinding was dat 74% van vroulike leerders nie betrokke is in riskante seksuele gedrag wat kan lei tot MIV-infeksie nie, in vergelyking met 67% van die manlike leerders. Manlike leerders, sowel as die vroulike leerders, het 'n Pearson Produk korrelasiekoëffisiënt: r = 0,522 vir mans en r = -0,268 vir vroue, in terme van die persepsies van risiko's van kontraktering van MIV/Vigs en betrokke te raak in riskante seksuele gedrag. Die studie beveel aan dat belanghebbendes van skole MIV/Vigs-programme en beleide ontwikkel wat die kennisgapings oorbrug en onakkurate persepsies verminder rakende die risiko van MIV-infeksie, met die doel dat leerder veiliger seksuele gerag sal toon.
14
Briselance, Claude. "Les écoles d' horlogerie de Besançon : une contribution décisive au développement industriel local et régional (1793-1974)." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20078/document.
Full textAbstract:
L’Histoire des écoles d’horlogerie de Besançon est inhérente à la naissance et à la continuité d’une industrie spécifique très localisée sur un territoire. Avec elles nous partons de l’ère « proto-industrielle » qui plonge ses racines dans les idéaux révolutionnaires de 1793 pour aboutir aux bouleversements technologiques de l’électronique et du « quartz » des années 1970… S’inscrivant sur la longue durée, trois « écoles » vont se succéder. Pour répondre aux attentes d’une industrie horlogère qui doit constamment faire face aux évolutions techniques, chacune à sa manière, va innover pour constituer un « corpus » original de formation qui n’est pas sans bousculer les rites et usages du temps. Si les deux premières « écoles » eurent une durée de vie limitée, la dernière entité, née en 1861 de la volonté municipale, va pendant plus d’un siècle, accompagner toute une ville (et sa région) dans sa réussite industrielle. Dès sa création, et au fur et à mesure des adaptations qu’elle a su mettre en place, par la qualité et la spécificité des formations dispensées, elle va irriguer de ses élèves toute une industrie toujours à l’affût de personnels qualifiés. Au plan national elle va diffuser le nom de Besançon comme « capitale française de l’horlogerie » en formant nombre d’horlogers-rhabilleurs tenant boutiques et autres ateliers de réparation par tout le territoire… Elle va servir de référence pour implanter dans la Cité des laboratoires de recherche et d’enseignement supérieur : un Observatoire chronométrique, une École d’ingénieurs, un Centre d’études horlogères et de développement industriel (Cétéhor)… Elle va contribuer à la diversification industrielle de la ville dans des domaines connexes à l’horlogerie, notamment dans le découpage, la micromécanique, l’appareillage et les microtechniques… Nationalisée en 1891, elle fait dès lors partie de la petite élite des Écoles Nationales Professionnelles (par assimilation), qui vont marquer le développement industriel du Pays. En 1933, quand elle intègre ses nouveaux locaux, par le nombre et l’originalité de ses filières (de l’ouvrier qualifié à l’ingénieur), par sa dotation en matériels modernes, elle est signalée comme étant le « premier établissement de l’enseignement technique » en France. Le cheminement de cette dernière école fait aussi ressortir une histoire « humaine », « prosopographique », qui met en exergue les nombreux anciens élèves qui se sont lancés avec grande réussite dans la création d’entreprises. Restés fidèles à leur école, ils ont contribué au renom et au développement de la richesse économique de la cité et de sa région… Avec ces écoles d’horlogerie, on aborde enfin l’histoire de l’Enseignement Technique en France. Pour répondre à la demande d’une industrie horlogère en pleine croissance qui déplorait les carences de l’apprentissage en atelier, elles ont été pionnières en ouvrant la voie de « la scolarisation » de la formation professionnelle. Par leurs innovations pédagogiques, et soutenues par les Anciens Élèves, elles ont su établir un lien « École-Entreprise » des plus fructueux qui marque encore la mémoire collective des Bisontins…En 1974 elle perd toute référence à l’horlogerie pour devenir le Lycée Jules Haag. Le temps de l’histoire est désormais advenu pour tenter de comprendre ce qui a fait la force et la réussite de ces « Écoles d’horlogerie » dans leur participation active, sur la durée, à la prospérité économique et industrielle d’une ville et de sa région…The history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region…
15
Van, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.
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This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.
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Joseph, Raymonde Antonia Frances. "A Comparison of the Frequencies of Selected Teaching Behaviors of Trained and Untrained Teachers." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1737.
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The purpose of the study was to compare the frequencies of a selected set of teaching behaviors of trained and untrained teachers in elementary schools in St. Lucia. The dependent variables in the study were the frequencies of Structuring, Questioning, Feedback and Praise behaviors. The independent variables were training, grades awarded at teaching practice, and subject areas.
Records of the lessons were obtained through the use of audiotapes. The behaviors were coded using a low inference observation schedule. The data were analyzed using means and standard deviations. The significance and inferential statistic applied was the chi-square.
Significant differences were found to exist in the frequencies of Questioning, Feedback and Praise behaviors of trained and untrained teachers. Significant variations were found in the Questioning and Feedback behaviors according to the grades awarded at teaching practice. There were significant variations in the frequencies of all classes of behaviors across subject areas.
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Avila, Alex. "THE BRONX COCKED BACK AND SMOKING MULTIFARIOUS PROSE PERFORMANCE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/394.
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The Bronx Cocked Back And Smoking is a collection of multifarious prose performances recounting the historical, personal, social, political and cultural constructs of a city birthed by violence. This body of work is accompanied by video, audio, photography, and theatre performance texts. St. Mary’s Housing project, in the Bronx, is the foundation where most of this literary work takes place. The modern day Griot (storyteller) is a Poet, guiding his audience through the social inequalities and disparities that plague St. Mary’s community. The Poet shares personal traumatic insights while simultaneously utilizing writing as a form of survival to the conditions of the Bronx. This multi-platform performance highlights the metaphorical and physical concerns with the cycle of violence. This question is answered through the Poet’s choice by selecting the pen over the gun.
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Tsai, Kuang-ming, and 蔡光明. "On the Church of St. Joseph, Kung-Tung Technical Senior High School ----Architectural Vocabulary & Theological Meaning." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/72126501278318482016.
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碩士國立成功大學
建築學系
96
Abstract This paper focuses on the architecture of a church. The introductory chapter is to make a brief sketch of the origin of the church:its development, meaning,and original structure. Noah's story from the Bible connects the ark and the church buildings in a theological sense. The deep influence of monasticism in the growth of Christianity-the development of its system and the characteristics of its architecture- will be mutually related. Anchorites obey the monastic vows: poverty, chastity, and obedience. Inspired by God, they enter earthly world to help others, deliver good news, and make up their minds to become loyal servants of God. The second chapter introduces the Bethlehem Mission Society. Inheriting the spirit of medieval monasticism, it reached the eastern part of Taiwan for helping the poor and the weak, establishing many social service institutions among which is Kung-Tung Technical Vocational Senior High School. Kung-Tung has been giving local students a technical hand to make living. Kung-Tung church’s simple form, different from others, is deemed as a paradigm of Modernism in Taiwan. Its layout and brutal outlooks comes from the prevailing thought of a contemporary master：Le Corbusier. Third chapter describes the construction of the old buildings of Kung-Tung. Besides its plain and stern appearance, the location of the buildings coordinates with human worship of the nature from very beginning. The orientation of the buildings is the same as the axis of the laid stone coffins in prehistoric Pumarh Culture. This not only reflects the existential/theological meaning of coffin and salvation but also gives this campus a sense of Christian Paradise. The third chapter gives further description of the relationship between St. Gall Plan, the model of a monastery, the special feature of Citeaux Order, and the buildings of Kung-Tung. The intentions of the façade, the opening, and the metaphor convey the mystery of Christianity. The unique construction is a harmony of materials and visions. The fourth chapter discusses the ship image of the church which derived from the Bible. Noah's story, once again proves the origin of the church comes from the construction of the Ark in theological sense. Furthermore, our analysis on its religious core plan/ space proves its reflections of the life journey of Jesus Christ and "Civitas Dei". Its lighting reflects the beauty of materials and creates the idea of Christ's eternal light successfully. The new meaning of Citeaux is represented here. The fifth chapter is a conclusion of the setting of natural worship, the spirit of monasticism, and the rich theological meaning. Building material and lighting reflects the essence of Jesus Christ and the atmosphere of the Holy Spirit. Its vocabularies of transplant, graft, and rebirth are put into practice. The uniqueness of St. Joseph, comparing with other churches in Taiwan whose imitation of the western motif and decoration, gives a new modern meaning. It reveals the image of Christianity in simple and plain style and is definitely an outstanding church building.
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Chung, Hsueh-Ming, and 鍾學明. "A Study on Adaptation to School of Professional Senior high Students Who Once Dropped Out of School Now Go Back---As the Example with St. Joseph Technical Senior High School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/54768391853426684167.
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碩士國立東華大學
教育研究所
92
Abstract The research probes into the adaptation to one professional senior high school which is from a far-off region, and the students who once dropped out of school now go back. Whether got rid of the factors of dropping off. It intends to the reasons of going back and adaptation the school environment influence. And inspect the relevant tactics of counseling to the kind of students and the effect of their adaptation to school. Seek and ask volunteers to participate in the specific research through groups’ interview and depth interview in order to realize the school adapts to the situation. Obtain the following conclusion: First, the reason why they dropped out of school rely mainly on personal factors, it contains family, school and society. And the students who often violate the school rules and easily dispute with their teachers got easily dropping out of school. After going back to school if the factors haven’t been dispelled, they will difficult to succeed. On the contrary, if they can conquer that, they will adapt to. Second, the reason of going back achieved by self demanding will represent better than that advised by others or weak-willed in the adaptation situation. Third, their poor achievement is involved the low will of studying. And they have more intention in technical ability learning, and scarce to the courses of English and math. Fourth, teachers and students are getting interdynamic, will have a difference because of the role whom the teacher acted. The most be trusted are the preceptors who will give them more care and forgiveness and they hate the officers of students’ affairs most because there is nothing but scolding and punishment. Fifth, they usually keep good relationship with the peers and get involved with harmony in a short time. Sixth, there are some achievements of counseling tactics from the adaptation situation to school of the case: 1.The establishment of trust relation between each other makes the defense dispelled. And the counseling treatment can work while willing to be honest. 2.The power produced by positive stimulation will change their behavior cognition, and it’s more easily succeeded than the advice talking like a Dutch uncle. 3.The label effect will dispel naturally as the teachers would like to give love, patience and care. Also will help them to involve the environment and adapt to the living learning. 4.Besides forgiving and care, we should probe the questions then can seek the appropriate strategies to make them change. Also strengthen the interaction of teachers and students in order to prevent the bad behavior making again which will lead the counseling and adaptation fail.
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Zemanek, Alysha Danielle. "Indiana school days: Native American education at St. Joseph's Indian Normal School and White's Manual Labor Institute." Thesis, 2017. https://doi.org/10.7912/C2G94D.
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Indiana University-Purdue University Indianapolis (IUPUI)Two boarding schools existed in the state of Indiana to educate Native American children between the ages of six and eighteen. Both schools received a government contract to teach native students which provided the institutions with money for each student they enrolled. St. Joseph’s Indian Normal School in Rensselaer operated from 1888 to 1896. White’s Indiana Manual Labor Institute in Wabash educated Native American children as part of a government contract from 1882 until 1895. These two schools were not the only institutions to educate Native American students in Indiana. However, they are the only boarding schools referenced in the literature on native tribes in Indiana and the only institutions I have found referenced which participated in a government contract to educate native children. This thesis will study both institutions during the period of their government contracts from 1882 until 1896.
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Bown, Melvin. "Empowering readers at St. James' Junior High School, Port aux Basques /." 1989. http://collections.mun.ca/u?/theses,55299.
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Hu, Cheng-Hsiang, and 胡呈祥. "The Data Processing Department of Vocational High School Integrated Curriculum Planning-Taking St. Paul''s High School For Example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/22347837708282225943.
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碩士國立中山大學
資訊管理學系研究所
94
To meet the future need of the vocational high school education in Taiwan, the Ministry of Education has redesigned the vocational high school curriculum and is going to implement "The Curriculum Guidelines of Vocational High School" in September 2006. The Guidelines are made with the intention to improve the vocational high school education. However, after studying on the content of the Guidelines, we find some incongruity between the curriculum design and the educational status quo. "The Curriculum Guidelines of Vocational High School" features the core curriculum of the vocational high school education and leaves a lot of space for individual school to develop its school-based curriculum. Nevertheless, while the society emphasizes greatly the value of academic degrees, the vocational high school students, generally speaking, consider their education in vocational high school as nothing but the step stone to their further education, instead of the necessary training for their future profession. Therefore, when designing a new curriculum, the management of the vocational high school has to consider both the Guidelines and the need of the students. Besides, the implementation of "The Curriculum Guidelines of Vocational High School" is going to influence not only the faculty and the students of vocational high schools, but also the supply of professional human resources in the society. Therefore, it is a great opportunity for us to reconsider the goal of vocational high school education. Whether to keep its traditional goal, or to make vocational prep high schools for college education, in my opinion, we need to make a dynamic adjustment of the curriculum to shape the future characteristics of vocational high school education. The objects of this research are the students of the Department of Data Processing of St. Paul''s High School. Through interviews with students and questionnaires, the research is to find out a scheme, based on the Curriculum Guidelines of Vocational High School, the school-based educational environment, the study goal of students, for improving the curriculum of the department and hopefully for the reference of other schools.
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Gardner, Lesley Ann. "A counselling internship in a junior high school in St. John's, NF /." 1998.
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Lin, Chia-Yi, and 林嘉億. "A Study on the Junior High School Students' Exercise Behavior and Academic Stress-an example of ST. Francis Xavier High School in Taoyuan County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/40267616452818587793.
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碩士輔仁大學
體育學系碩士班
100
Abstract The purpose of this study was to explore the current conditions and differences of exercise behaviors and academic stress among the junior high students and further discuss the correlation between these two factors. This study adopted a questionnaire survey method and took the students of ST. Francis Xavier High School in Taoyuan County as the subjects. The documents it collected were analyzed by using descriptive statistics, Chi-square test, t test, one way analysis of variance, Scheffe’s method and Pearson product-moment correlation coefficient. The results of this study were listed as follows. 1. In the aspect of exercise behaviors among the students: the most exercise frequency was once or twice a week; the exercise duration each time between 31 to 60 minutes took the highest percentage; most people felt moderate in the level of exercise intensity. 2. The students felt moderate in the part of academic stress which mainly came from personal factors. 3. Different background variables had obvious effects on the differences of exercise behaviors. Male students were more than female students. Seventh graders were more than eighth or ninth graders. 4. Different background variables also had obvious effects on the differences of academic stress. Female students carried higher academic stress than male students. The stress of seventh graders was higher than eighth or ninth graders. The stress of low-grade students was higher than high-grade students. 5. There was negative correlation among exercise frequency, exercise duration, and academic stress. There was no significant difference between exercise intensity and academic stress. Keywords：exercise behaviors, academic stress
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HUANG, WEI-CHEN, and 黃瑋貞. "The Effects on the Life Attitudes for Catholic ST. Peters’ High School Students after service-Learning." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/88ht4m.
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碩士輔仁大學
宗教學系
106
This research aims at exploring Catholic St. Peter High School students of their influence on life attitude. Setting gender, major, religious belief, birth order, type of living, experience of student leader, persons seeking for help, experience of the death of relatives or friends, happiness level of school life, interpersonal relationship, state of health, family atmosphere, academic performance and degree of future expectations as the personal background variables, this research tries to discuss high school students’ differences among ideals, life autonomy, sense of presence, love and solicitude, attitude toward death, life experience and the overall life attitude. According to the motivation of this study, the objectives of this research are listed as follows: 1. Have an understanding of the life attitudes of Catholic St. Peter High School students who are enrolled in 2015. 2. Discuss the differences of those high school students with different background variables with regard to life attitude. 3. Explore the service learning’s influence on and relation with life attitude. 4. According to the research results, put forward specific suggestions for the reference of schools, teachers, senior high school students and researchers on future relevant studies. This research takes Hsinchu Catholic St. Peter High School students who were admitted in 2015, now students of second grade, as the research objects, adopting pre experimental design, conducting pre and post tests on the single samples for purposive sampling. Those tests are conducted before the implementation of related courses and the participation of service learning. After the implementation of the courses, tests are conducted again. There are 167 valid samples in total. Taking the “Life Attitude Scale” as the research tool, this research also adopts the method of questionnaire. According to the investigation and analyses of this research, the following conclusions are produced: 1. The life attitude of senior high school students is positive, especially significant in the level of ideals, life autonomy, life experience and the promotion of sense of presence. 2. After the implementation of the course, the senior high school students with different personal background variables show partial differences with those before participating service learning and implementing relevant courses, significantly different in gender, experience of student leaders, happiness level at school, interpersonal relationship, status of health, family atmosphere, academic performance and future expectation. Finally, according to conclusions of this research, this thesis puts forward specific suggestions for the reference of schools, teachers and scholars on further studies.
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Lu, Chia-Ling, and 呂嘉凌. "A Study on Information Technology Integrated into History Instruction in Junior High Schools— the Case of St. Dominic High School in Kaohsiung City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/22541754591741321969.
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碩士高苑科技大學
資訊科技應用研究所
100
Nowadays the current of information technology integrated into instructional materials and instruction has prevailed among elementary and junior high education in Taiwan. To the development of present education, it’s a new trend to apply information technology relevant instructional materials to teach and learn. Teaching styles are created by diverse instructional methods, and all the previous treatments are great resource for us to look into. According to the real teaching situation and the problems the researcher faced in teaching, the researcher can carry out the suitable treatment in instruction. St. Dominic Catholic High School is taken as an example of the case study, the purpose of which is to probe the effects of information technology integrated into in-class instruction. This study deals with one class of the 8th grade 38 students as the participants, information technology integrated into instruction as information materials, with the book 3, the textbook which is published by Han Lin Culture and Education Foundation. The resercher teaches through the handouts edited by herself , information technology integrated into insturcion and the CDs supporting by the publishers during two months. Anysis the two monthly tests results to interpret the difference between the learning attitude and results. The conclusions of this study are as follows: 1. Students are more positive and interested in accepting the information technology integrated into instruction. 2. Students perform better than after this teaching method. 3. Students are most attracted by the part of the animations. 4. Students’ learning achievements were affected by teachers’ in-class attitudes, teaching methods, and the content of instructional materials. 5. Students are looking forward to teaching by this way. Until now, most information technology integrated into instruction curriculums are based on single cases so that the adoptability is likely limited. The more concrete the goals of information technology integrated into instruction described by Ministry of Education will proclaim, the clearer direction the researchers can take. This study aims to initiate teachers’ interests in participating in the application or even designation about information technology integrated into instruction curriculums, and to elaborate the assistance from information technology.
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Molapo, Mpheng Patricia. "Exploring the disjunction between spoken and written English among second language (L2) learners at St Charles high school, Lesotho." Thesis, 2002. http://hdl.handle.net/10413/3665.
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This research project was primarily a qualitative investigation, the purpose of which was not to test a particular set of hypotheses, but rather to develop an exploratory analysis of the disjunction between spoken and written English among pupils at St Charles High School. In light of the lack of empirical and exploratory research on the use of English as a second language in Lesotho, the study aimed to investigate pupils' and teachers' perceptions on the use of English as a subject and medium of instruction. Chapter 1 presents an introduction of English and the formal type of education in Lesotho by missionaries just before the middle of the nineteenth century. Although English is regarded as the 'language of power' nevertheless the teaching and learning of the language has its own problems and teachers and pupils' experiences with second language learning in different local and international contexts are discussed in Chapter 2. The study used both qualitative and quantitative methods to gather and analyse data. A case study approach was employed using a range of instruments to collect data relevant to the aim of this project. The findings show that although pupils are generally proficient in spoken English and appear to understand the spoken language fairly well, assessment of their written exercises and during lesson observations indicates that their fluency in English is not related to their performance in written English. Therefore, fluency in English language does not necessarily form a sufficient basis to describe pupils as competent in English (L2). This does explain the possible difference between spoken and written English. The thesis does not offer tips for teachers nor are methods prescribed about how to teach English as a second language. Although limited to a particular high school (the detail and context of which are described in Chapter 3), much of what was found and the subsequent recommendations may be of value to improve the teaching and learning of English. I hope that this study, which was very much a pilot in nature, will help to highlight issues that might be addressed in more detailed studies in the field of second language learning.Thesis (M.Ed.)-University of Natal, 2002.
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Chin, Tai-Tai, and 金黛黛. "Effects of service behavior of military training instructors on service performance: Using St. Dominic High School as an example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/11706486757502997657.
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碩士國立高雄應用科技大學
商務經營研究所
99
This study investigates students’ satisfaction and learning effect creation potential in relation to service behavior of military training instructors. Accordingly, this study devises a theoretical model for examining the links among contextual variables and collects data via a questionnaire design. To clarify the influence of service behavior of military training instructors on students’ satisfaction and learning effect, this study applies regression analysis to examine three hypotheses. Using data from a study of 408 students, the regression analysis results clearly indicate that internal service behavior of military training instructors has a positive influence on learning satisfaction. Then, external service behavior of military training instructors has a positive influence on learning satisfaction, and learning satisfaction has a positive influence on learning effect. Finally, the findings of this study and their implications are discussed.
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WU, CHIU-HSUAN, and 吳秋萱. "Effectively Applying PM&ST in the Development of a Interdisciplinary Project-Based Curriculum in a Senior High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/vm28c6.
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碩士逢甲大學
專案管理碩士在職學位學程
107
The only Interdisciplinary Project-Based Curriculum developed by the "Systems Thinking" in the country is " Zheng Chenggong crosses the sea to Taiwan ". The project was constructed by eight teachers of different fields from New Taipei Municipal Hsin Tien Senior High School. They were guided by Dr. Chao-Chung Yang. Using Project Management and Systems Thinking knowledge, they overcame the difficulties encountered in the course of high school teaching, meeting the criterion in time, quality and budget demanded in Project Management. This thesis explained how this Professional Learning Community quickly learned “Systems Thinking”, applying “PM&ST” effectively, “Logical Thinking and Problem Solving” in the course “Zheng Chenggong crosses the sea to Taiwan”. Established “Lessons Learned” in Interdisciplinary Project-Based Curriculum through the introduction of “Project Management”.
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WENCHUNG, WANG, and 王文忠. "A study on the educational ideas at Heng Yee High School — Perspective from the virtue ethics of St. Thomas Aquinas." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/b265rv.
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碩士輔仁大學
宗教學系碩士在職專班
102
In the era before Middle Ages, “religion” was the highest guidance to everything in European area. However, “human” became the reference of thinking when entered into Renaissance. Then enter into modern age as today, due to rapidly development in economy and information, the society becomes more emphasized with speed and result. The school education only aims to foster the knowledge and skill of how to , but forgets forming the students to experience real values of life. The religion already lost the role in guidance to the social. Therefore, the moral education becomes more important in modern era. Education in Catholic schools aims to develop the positive personality of the students. The Gravissimum Educationis declared by Concilium Œcumenicum Vaticanum Secundum in 1965, clearly represented the expectation to participants engaged in education from Catholicism. According to the declaration, the purpose of education is to foster students’ personality, to pursue their personal ultimate goal and also public welfare. Furthermore, it is to guide children and younger to overcome difficulties in life by a permanent forgiveness heart, and continuously improve personal life and pursue real freedom. And it is to develop their sense of responsibility gradually to perfect status. In the meantime, the declaration also pointed out that the whole Catholic schools must follow the steps of masters of Church, especially St. Thomas Aquinas. In other words, the thoughts of St. Thomas Aquinas are the guidance for Catholic schools. Hopefully, his thoughts might help the students to care about themselves, to foster their ability to love others, to concern for the society, and become the well development citizens in body and mind. The author serves in Heng Yee Catholic High School which was established by Catholicism in honor of Celso Benigno Luigi Cardinal Costantini. The name- Heng Yee, is his Chinese name, also represents his merits. Thus, the school set the motto as prudence、justice、fortitude、and temperance. The four virtues were first initiated by Plato. Then these were named four cardinal virtues in Middle Ages. St. Thomas Aquinas combined the view from theology and philosophy, and called four cardinal virtues as acquired virtues under his moral thinking. This paper intends to do research by blending St. Thomas Aquinas moral thinking with educational ideas in Heng Yee Catholic High school. And the author hopes that this paper will contribute to school education development in Heng Yee Catholic High school. Key words: Gravissimum Educationis, St. Thomas Aquinas, Celso Benigno Luigi Cardinal Costantini, Four cardinal virtues, acquired virtues.
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Stadnyk, Jarrod. "Going forth and setting the world on fire: assessing how St. Paul’s High School students are fulfilling the characteristics of the profile of the graduate at graduation." 2015. http://hdl.handle.net/1993/30585.
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The purpose of this study was to assess how graduating students at St. Paul’s High School are fulfilling the characteristics of the Jesuit Secondary Education Association’s Profile of the Graduate at Graduation. These characteristics include being open to growth, intellectually competent, religious, loving, and committed to doing justice. While these five characteristics are identified as desired traits for graduates of St. Paul’s, there has not yet been an evaluation process undertaken in order to gauge student attainment of these characteristics. The methodology involved a document analysis, a collection of data from the sixty-two JSEA schools’ websites, and four interviews with St. Paul’s graduates from 2014. The three-fold approach allowed for a deep understanding of the context and experience of the Profile. This allowed for a reflection that showed there is a successful outline for creating a culture where the Graduate at Graduation is central to the mission of JSEA schools, which in turn makes the characteristics attainable.
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Chen, Tsan-Yang, and 陳燦陽. "Action Research of Visual Art Teaching for Vocational Education: Taking Design Department of St. Francis Xavier High School as an Example in Conducting the Process of Graduation Exhibition." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/drh42z.
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碩士國立臺灣師範大學
美術學系
103
The main axis of the research is on the visual art teaching of the Vocational Education, by means of the thorough examinations of students’ graduation exhibitions. Its aim is to offer students a profitable learning environment for panel discussions, inducting, and learning by themselves. Through the studies of the works of the students and the processes of exhibitions, illustrated by the multimedia and the fascinating creativities, students will get practically involved in the arrangements, design the contents of the exhibited works, organize the panels, execute the relevant details from the picks of exhibition places, the motif of exhibitions, and the lay-outs for perfect graduation exhibitions. Allowing students to take part in the processes of the exhibiting, we will improve their professional abilities, broaden their horizons, inspire their potential, to direct them to the self fulfillment, and complete the action research of the visual art teaching of their own. The research method adopts the action research. Taking class 1-4 of the seniors of the Design Department of St. Francis Xavier High School, for example, the subject of the graduation exhibition is Blazing Riot—Culture Creativity, Design, Cultivation, Harvest. The researcher, as a teacher, also an observant, uses journals, the works by students, the video records, and the information of students’ feedback sheets, to analyze the their executive processes and outcome of implementing graduation exhibitions. Based on the teaching reflections, we might induce the conclusion as a research reference for the development and implementation of visual art teaching in the subsequent studies. The goals of the research are as follows: 1. inspect the structure and contents of the courses of visual art teaching 2. examine the influences of how the visual art teaching has on the students’ professional abilities and their ranges of learning domains. 3. explore the effectiveness the graduation exhibitions have to art education in the class. According to the above statements, we might predict the following deductions: 1. Through the practically experiential exhibiting events, we are to put the visual art teaching into effect; 2. Through the visual art teaching, enhance students’ professional abilities, broaden depths and ranges of art learning; 3. Through the graduation exhibitions, prompt group learning, urge productive competitions, strengthen team spirit, cultivate the abilities of solving problems and effect eventful exhibitions.