Teachers Study Use of Bulletin Boards.

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Bibliographic Details
Title:	Teachers Study Use of Bulletin Boards.
Authors:	Parker, Elizabeth¹
Source:	Educational Leadership. Mar1959, Vol. 16 Issue 6, p362-367. 6p.
Subject Terms:	Bulletin boards, Audiovisual education, Child development, Object-teaching, Display boards
Geographic Terms:	Cedar Grove (N.J.), New Jersey
Abstract:	The article reports that using an action research approach, teachers study the educative uses of bulletin boards and draw some significant conclusions. Since bulletin boards are widely used as a visual education tool in the classrooms in Cedar Grove, New Jersey, the teachers were anxious to find out how their use affected children's interests, learning and development. The study discussed in this article provides several assumptions about bulletin boards and their relationships to learning. These assumptions help to establish the educational premise that we use as a basis of our work. These were: Children learn nothing from having their work displayed; Work on bulletin boards affects their status in the group; Working on bulletin boards establishes self-esteem; Bulletin boards should always be artistically arranged etc. It is further noted in this article that one teacher observed that a child who was arranging a hall bulletin board of class paintings was consciously aware of the "design" of her arrangement. She purposely chose a certain number of paintings to display and, when questioned, answered that any more would "unbalance" the effect she wanted to create.
Database:	Education Research Complete

Description
Abstract:	The article reports that using an action research approach, teachers study the educative uses of bulletin boards and draw some significant conclusions. Since bulletin boards are widely used as a visual education tool in the classrooms in Cedar Grove, New Jersey, the teachers were anxious to find out how their use affected children's interests, learning and development. The study discussed in this article provides several assumptions about bulletin boards and their relationships to learning. These assumptions help to establish the educational premise that we use as a basis of our work. These were: Children learn nothing from having their work displayed; Work on bulletin boards affects their status in the group; Working on bulletin boards establishes self-esteem; Bulletin boards should always be artistically arranged etc. It is further noted in this article that one teacher observed that a child who was arranging a hall bulletin board of class paintings was consciously aware of the "design" of her arrangement. She purposely chose a certain number of paintings to display and, when questioned, answered that any more would "unbalance" the effect she wanted to create.
ISSN:	00131784