Java面向对象程序设计 - 梁胜彬 (清华大学出版社, 2023)
结合实用案例讲解Java语法、面向对象程序设计技术和核心API。 全书共10章，内容涵盖Java概述、Java语法基础、面向对象基础、面向对象高级技术、 Java API、异常处理机制、Java I/O流、多线程、Java GUI编程和Java网络编程等知识要点。案例丰富，以JDK 17和IntelliJ IDEA等流行的开发环境为依托，力求让读者通过案例 掌握Java编程技术。另一个特色是在阐释专业内容的同时自然融入思政元素， 具有鲜明的时代性和引领性。 可作为普通高等院校计算机、软件工程、人工智能等专业“面向对象程序设计”“Java程序设计”课程的教材，也适 合编程爱好者自学和培训使用。

Teacher's Teaching Style and the Learning Attitude of Elementary School Students: A Macau Case Study = 小學生學習態度與教師教學風格現況之研究—以澳門某小學為例 - 洪麗 (University of Saint Joseph, 2024)
Keywords: Learning Attitude; Macau; Primary School; Teacher's Teaching Style; Thesis and Dissertations Master of Education (MED); University of Saint Joseph

運用正念呼吸練習支援兒童專注力發展之行動研究 =: An Action Research on using mindfulness breathing exercise to support the development of children's concentration - 王嘉蘭 (University of Saint Joseph, 2022)
Keywords: Thesis and Dissertations Master of Education (MED); University of Saint Joseph

基于价格检验的粤港澳大湾区经济一体化实证研究 - CNKI [Empirical Study on the Economic Integration of the Guangdong-Hong Kong-Macao Greater Bay Area Based on Price Assessment] - 王心如; 李颖芝 (产业创新研究, 2024)

澳門小學中文科基本學力要求的實施現況研究: 個案研究 - 鄧樂怡 (University of Saint Joseph, 2020)
Keywords: Thesis and Dissertations Master of Education (MED); University of Saint Joseph

《學會閱讀》叢書第一輯 - 鄭佩芸; 麥紫均 (聖若瑟大學出版社, 2022)

《學會閱讀》叢書第二輯 - 鄭佩芸; 麥紫均 (聖若瑟大學出版社, 2022)

語文童樂學前語文兒歌集 -- 果子級 - 鄭佩芸; 麥紫均 (聖若瑟大學出版社, 2022)

語文童樂學前語文學習卡 -- 果子級 - 鄭佩芸; 麥紫均 (聖若瑟大學出版社, 2022)

語文童樂學前語文學習卡 -- 花兒級 - 鄭佩芸; 麥紫均 (聖若瑟大學出版社, 2022)

語文童樂學前語文學習卡 -- 葉芽級 - 鄭佩芸; 麥紫均 (聖若瑟大學出版社, 2022)

探討澳門中學生學習困難、師生關係及學習動機之個案混合研究 - 陳思匯 (University of Saint Joseph, 2020)
Keywords: Thesis and Dissertations Master of Education (MED); University of Saint Joseph

Macau Secondary School Teachers’ Attitudes Towards Inclusive Education and Concern Over It =: 澳門中學教師對融合教育的態度與憂慮之研究 - 陳瀅瀅 (University of Saint Joseph, 2022)
Keywords: Thesis and Dissertations Master of Education (MED); University of Saint Joseph

教育輿情中的教育政策目標, 議題關注與價值表達: 以兩份十大教育新聞榜單的話語分析為例 - 陳霜葉; 孟瀏今 (北京大學教育評論, 2014)

探討澳門普通小學教師在融合教育背景下的工作相關壓力及有效應對策略 =: Exploring Work-Related Stress and Effective Coping Strategies in the Context of Inclusive Education Among Mainstream Primary Teachers in Macau - 黃家敏 (University of Saint Joseph, 2024)
Since 2006, the Government of Macau has been promoting inclusive education. This has now been ongoing for seventeen years. As education policies gradually improve, the focus has shifted from students in inclusive settings to the realm of teachers. With an increasing number of inclusive students, the corresponding work pressures faced by teachers has also increased. The aims of this study are to better understand the work-related stress, sources of stress, and subsequent coping strategies used by mainstreamteachers within the inclusive education sector of Macau. This study used qualitative research methods, interviewing twelve frontline teachers from eight different private primary educational institutions. Eight of these teachers work in schools practicing inclusive education, while four were employed in regular schools. However, all twelve participating teachers had experience in teaching inclusive students but also lacked any specialized background in special education. Following and obtaining and meticulously analyzing interview data, supported by relevant literature, the study findings are presented as follows: 1. Views and Attitudes of Regular Teachers in Inclusive Schools towards Inclusive Education The interviewed teachers support the concept of inclusive education but were concerned about student behaviors and their learning challenges. These concerns included inappropriate behaviors, learning disabilities, and the teachers’ own pedagogical demands. In managing student behaviors, teachers found it difficult to handle the emotional control of inclusive students, leading to disruptions in class. Regarding learning, teachers had to use additional and extra time on after-class tutoring, increasing their workload. Teaching inclusive students also complicated the instruction, requiring teachers to undergo additional training and preparation. 2. Work-Related Stress and its Sources among Regular Teachers within Inclusive Schools The participating teachers rated their stress-resilience as not low, but rather they experienced medium to high levels of work-related stress, mainly due to long working hours and extensive workloads. The study identifies four main sources of stress: （i） The nature of work, including extensive teaching and non-teaching tasks, including heavy class management, or multiple roles. （ii） Social relationships, where regular teachers lacked an understanding of resource teachers’ roles, leading to ineffective communication and an underutilization of resource teachers in schools. （iii） Organizational structure, where schools involved in inclusive education required improvements in facilities and teaching environments, particularly in the safety of sports areas. Additionally, not all mainstream teachers had access to inclusive education resources, and the instructional adjustments for inclusive students did not fully meet their needs. （iv） Social aspects, where the public did not fully understand the concepts of inclusive education, and expectations on teachers were excessively high. Furthermore, teachers were dissatisfied with their salaries and benefits, which they felt were not commensurate with their heavy workload. The study also found that female teachers faced additional stress from both work and family responsibilities, as they also bear the burden of caring for and educating their own children at home. 3. Responses and Coping Methods of Regular Teachers in Inclusive Schools to Work-Related Stress The study analyzed the negative impacts of work-related stress on teachers’ physical health, psychological state, and behavior. The impacts included poor sleep quality or insomnia and emotional states of worry and anxiety. In response to stress, teachers engaged in communication and social activities, exercise and rest, and dietary adjustments. However, these stress-relief methods did not effectively address the root causes of the stress, making long-term stress management a crucial issue for teachers. Based on the findings regarding stress perceptions, sources, and coping methods, the researcher proposes recommendations for teachers, educational institutions, and relevant government departments, with an aim to support and aid future policymaking in the area of inclusive education in Macau
Keywords: Thesis and Dissertations Master of Education (MED); University of Saint Joseph; 小學; 工作壓力; 應對策略; 普通教師; 融合教育

An Action Research on Drawing Guidance as an Intervention to Improve Chinese Writing of Primary Students with Dyslexia =: 繪畫活動介入引導讀寫障礙學生提升寫作能力之行動研究 - 黃郁羚 (University of Saint Joseph, 2022)
Keywords: Thesis and Dissertations Master of Education (MED); University of Saint Joseph

澳門普通小學教師職業幸福感：: 現況、影響因素及提升策略 = THE OCCUPATIONAL WELL-BEING OF MACAU PRIMARY SCHOOL TEACHERS：CURRENT STATUS, INFLUENCING FACTORS, AND ENHANCEMENT STRATEGIES - 黎嘉穎 (University of Saint Joseph, 2024)
Keywords: Thesis and Dissertations Master of Education (MED); University of Saint Joseph; 教師; 澳門小學; 職業幸福感

The Effect of Empathy on Relationship Satisfaction in Young Adult Lovers in Macau: The Role of Love Maintenance Behaviors - 黎志濠 (University of Saint Joseph, 2024)
The purpose of this study was to explore the correlation between empathy, love maintenance behaviors, relationship satisfaction in a convenience sample of young adult lovers in Macau. Participants were N = 183 (84 males, 99 females) recruited from the social media platform (e.g. Instagram, WeChat, Facebook). Firstly, young adult lovers who tended to have high relationship satisfaction and empathy are tended to use positive love maintenance behaviors but less likely to use negative love maintenance behaviors. Besides, there were differences found by gender in empathy (affective empathy & total empathy), some dimensions of positive love maintenance behaviors (openness & advice), and negative love maintenance behaviors (causing jealousy, destructive conflict & negative love maintenance behaviors in general). Lastly, the findings in this study supported the hypotheses that love maintenance behaviors mediated the relationship between relationship satisfaction and empathy among young adult lovers in Macau. It was revealed that there was higher satisfaction in younger adult lovers in younger group (18-24 years) compared to older groups (32-40 years). For empathy, it correlated positively with relationship satisfaction and most positive love maintenance behaviors, but also with certain negative love maintenance behaviors. Positive love maintenance behaviors mediate the relationship between relationship satisfaction and empathy, highlighting their critical role in maintaining healthy relationships
Keywords: Love maintenance behaviors; Thesis and Dissertations Master of Couselling and Psychotherapy (MCP); University of Saint Joseph; empathy; relationship satisfaction