NORTHERN STATE UNIVERSITY

Effects of Visual Components and Posters on Learning and

Stimulation in Elementary School Classroom Environments

Cheri Compton

A thesis submitted in fulfillment of the

requirements for the In Honorius Degree

Fall 2018
To the Faculty of Northern State University:

The members of the committee appointed to examine the senior honors thesis of Cheri
Compton find it satisfactory and recommend that it be accepted.

_______________________________
Chair, Dr. Andria L. Moon

_______________________________
Honors Director, Dr. Erin H. Fouberg

_______________________________
Committee Member, Dr. Cheryl M. Wold

Cheri Compton
Elementary Education
School of Education
Northern State University
November 30th, 2018
 Acknowledgements

First, I would like to thank my parents, who has always supported me while I attend

Northern State University and as I have worked on my thesis. Thank you for always encouraging

me to do my best and have high goals for me. I would like to thank my sister and brother for

always being there for me and being great supporters.

Next, thank you to the Northern State University faculty who have dedicated their time to

helping me with my honors thesis: Dr. Andria Moon, Dr. Erin Fouberg, Dr. Becky Guffin, Dr.

Cheryl Wold, Dr. and Jeffrey Howard. Thank you, Dr. Moon for being my thesis advisor and

committee chair: thanks for providing me resources and advice for my thesis. I appreciate the

time you have taken to have meetings with me and help me with my thesis. Thank you to Dr.

Fouberg for helping me throughout college and encouraging me with my honors classes and

thesis. Dr. Guffin, thank you for helping me distribute my surveys and the support you have

given to me. Thank you, Dr. Cheryl Wold, for being a reader for my thesis and helping me edit

it. Dr. Howard, thank you for all your hard work and helping me with my IRB form and helping

me understand more about how I can incorporate statistics into my research eventually.

I would like to thank the principals and administrators from the twenty-six schools from

thirteen school districts in South Dakota who helped distribute the survey to teachers. I would

like to thank the 167 teachers who took time out of their busy schedules to take the survey. Also,

thank you to the 77 teachers who let me observe the visual components in their classrooms.

Lastly, I am forever thankful for the opportunity I had to present research from my thesis

at the National Collegiate Honors Conference in Boston. I would like to thank President Timothy

Downs, Dr. Fouberg, and the other individuals that made it possible for me to attend the National

Collegiate Honors Conference in November 2018.

 Table of Contents

Abstract............................................................................................................................................ i
Literature Review………………………………………………………………………………..... 1
Methodology.................................................................................................................................... 21
Primary Research Question.................................................................................................... 21
Supplemental Research Questions......................................................................................... 22
Research Planning.................................................................................................................. 22
Results ……………………................................................................................................... 24

Research Findings............................................................................................................................ 49
Research Limitations and Future Research...................................................................................... 51
Discussion ....................................................................................................................................... 52
References........................................................................................................................................ 54
Appendix A...................................................................................................................................... 57
Appendix B...................................................................................................................................... 58
Appendix C...................................................................................................................................... 59
Appendix D……………………………………………………………………………………….. 60
Appendix E………………………………………………………………………………………... 61
Appendix F……………………………………………………………………………………….. 61
 i

Abstract

The researcher surveyed 167 teachers from twenty-six elementary schools from thirteen

districts from a midwestern state in order to gain insight into how elementary teachers perceive

the roles of pedagogy, stimulation, subjects, and aesthetics in classroom environment and its

impacts on student learning. To gain more insight, the researcher observed colors and content

presented on posters and visual components in elementary school classrooms. Observation

included seventy-seven classrooms from eight elementary schools. Six of the elementary schools

were public schools and two were private schools: these schools comprised four different

districts. The researcher observed how school themes had effect on colors present in elementary

classrooms.
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Introduction

Much research has been done on how the environment acts a third teacher, but newer

research has been looking at how color impacts student learning. According to Malaguzzi

(1993), the founder of the Reggio Emilia Approach, “children learn by interacting with their

environment” (p. 11). Color within the physical learning environment impacts students (Gaines

& Curry, 2011). Students might be affected by posters and visual components in their classroom

environment, which effect the overall appearance of classrooms. Wall color and colors on

posters and visual components like decorations impact the overall classrooms color schemes in

classrooms. This is important, since “large amounts of color overstimulate individuals” (Gaines

& Curry, 2011, p. 49). Finding the right balance of pedagogy and color on posters and visual

components in the classroom is difficult, as classrooms with “an under-stimulating environment

may be as harmful as one that is over-stimulating” (Gaines & Curry, 2011, p. 54). Proliferation

of teacher resources on Pinterest, Teachers Pay Teachers, and School Specialty as well as access

to computers, printers, and materials may influence how educators create, purchase, and decorate

their classrooms and perceive classroom environments.

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Literature Review

Environments as a Third Teacher

Environments in elementary school impact student learning. According to the Reggio

Emilia approach, the classroom has three teachers: the teacher, the child, and the environment

(Edwards, Gandini, & Forman, 1998; Hertzog, Stoeger, Olszewski-Kubilius, Subotnik,

Assouline, & Ziegler 2017; Strong-Wilson, 2007). According to Malaguzzi (1993), the founder

of the Reggio Emelia Approach, “children learn by interacting with their environment” (p. 11).

The environment of a school affects student learning in a positive or negative way. This paper

will focus on the colors, content, and subjects presented on the visual contents and posters

attached to walls, ceilings, and windows in the elementary environment.

Child Development

According to Colangelo and Davis (1991), development and cognitive development in

particular, is the result of both internal and external forces. These external forces being referred

to are caused by the environment in which the student is in. Even for a newborn baby, the

environment can help or hurt the child’s development. According to Colangeolo and Davis

(1991), if the environment is optimal then the child will reach a higher genetic potential, but if

the environment is extremely adverse then the child will have a lower level of genetic potential

reached and the child may possibly develop cognitive defects.

Color and Color Perception

Often when one thinks of color, the individual may think of materials or paint used to

create art work. According to Grandis (1986) we should refer to color when working with

materials or paint as “chromatic pigment” (p. 17). The type of color we will be referring to for

this study is the eye’s perception of color, this is referred to as color. Color is light that is
 3

influenced by the qualities of objects or surfaces and our color perceptions stimulated by

wavelengths (Grandis 1986; Penta & Roth 2004).

Ability to see color is a process resulting from the different wavelengths that enter eyes.

Humans on average can see wavelengths between 380 nm and (violet color) and 780 nm (red

color): this varies from person to person as some people can see a larger range of color and some

can see less. (Grandis, 1986). These wavelengths are only visible due to the ability our eyes to

see color. Eyes have three cones or receptors that are sensitive to red, blue, and green and these

three colors form the primary colors of light (Grandis 1986; Penta & Roth 2004). Primary colors

for light are different than the primary colors with paint. The receptors, in the retina, are sensitive

to different wavelengths. Different wavelengths may enter the receptors and cause sensations of

blue-violet in the first receptor, green in the second receptor, and red in the third receptor. One

may wonder how we are able to see more than these three colors, but it is from “the different

combinations of the levels of stimulation exercised on the three receptors” (Grandis, 1986, p.

12). The eyes play an important role in seeing color.

Color and Eyes

Eyes are greatly affected by color. According to Wolfe and Wolfe (2001) “humans are

intensely visual animals and the eyes contain nearly 70 percent of the body’s sensory receptors

and send millions of signals every second to the optic nerves to the visual processing centers of

the brain” (p. 152). The constant use of the eyes, makes the visuals in classroom important for

students as the eyes are constantly taking in information. In fact, according to Wolfe+ and Wolfe

(2001) “we take in more information visually than from any other senses” (p. 152). In classroom

settings, it is important that the visual components are benefiting students when the eyes take in

stimuli from classroom environments.

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Color in Different Settings

How humans view color changes in different settings. According to Penta and Roth

(2004), “how we identify color is further affected by the nature of the surrounding environment”

(p. 16). For example, if a pink rose was placed with eleven white roses the pink rose may appear

darker in color and stand out. If the same pink rose was placed with red roses, the pink rose may

still differ in color, but may no longer appear to be darker in color. The color of the rose never

changed, but the setting it was in did making the pink color have two different appearances.

Color Wheel

This study used the Itten color wheel to classify colors to ensure the data was unified.

The color wheel is “the simplest and certainly the best-known structure for explaining color

relationships” (Pentak & Roth, 2004, p. 16). Different color wheels exist and have been created.

Isaac Newton created the first color wheel in the eighteenth century ad “his wheel was among his

contributions to our understanding of the physical world based on observation (Penta & Roth,

2004, p. 16). Isaac Newton’s color wheel only included red, orange, yellow, green, blue, indigo,

and violet, which are the colors of the rainbow that he found by in 1676 by using a glass prism to

project the rays of sunlight through the prim to separate the color on a screen (Grandis 1986).

With more understanding of color overtime, more color wheels have been created. In the early

nineteen hundreds, Johannes Itten created an enhanced color wheel, which was used for this

study. According to Pentak and Roth (2004) “Johannes Itten was a painter and teacher at the

Bauhaus in Germany in the 1920s” (p. 16). The Itten color wheel includes the primary,

secondary, and tertiary colors. Primary colors include red, blue, and yellow. Secondary colors
 5

are created by mixing the primary colors and include: orange, green, and violet. Tertiary colors

are red-orange, yellow-orange, yellow-green, blue-green, blue-violet, and red-violet.

Hue, Value, and Intensity

Colors on the color wheel and formed from other color combinations may vary in value,

and intensity. According to Pentak and Roth (2004) “hue comes from the rainbow sequence of

the visible spectrum, such as red, orange, yellow and so on” (p. 8). For this study the Itten color

wheel was used to classify color and this includes 12 hues made up of the primary, secondary

and tertiary colors. A hue may be light or dark and this is called value (Pentak & Roth, 2004).

According to Pentak and Roth (2004), “intensity or saturation is the strength or weakness of the

hue” and “a weak hue is almost neutral or grey; a strong hue approaches the intensity of a

spectral hue.” Value and intensity were not used as factors for classifying colors on the posters

and visual components.

Black, White, and Brown

According to Grandis (1986), “white is the addition of all hues” and “black is the

subtraction of all hues and absorbs all wavelengths” (p. 6). White and black are not a part of the

visible spectrum so there is controversy over whether they should be classified as colors. For this

study, black and white will be recorded as colors as they may have an effect on student learning.

Warm Verses Cool Colors

Perception of warm and cool colors are based on associations. People tend to relate warm

colors to the sun or fire (Grandis 1986; Penta & Roth 2004). Cool colors tend to be associated

with water, sky or ice (Grandis 1986; Penta & Roth 2004).

Warm and Cool Colors in Classrooms

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Colors students prefer may vary based on students’ color preferences. According

Engelbrecht (2003), younger children prefer bright colors warm colors, but students in

adolescence prefer cooler colors with lighter hues as they provide enough stimulation and are not

distracting. The colors in classrooms may affect the students differently based on whether they

are warm or cool colors.

Color and Connotation

Color connotation may have different effects on individuals depending on the setting the

color is displayed or the cultural associations with the particular colors. According to Pentak and

Roth (2004), “color may appeal to us or repulse us” (p. 12). The way the color is used in a

particular setting may cause different responses. For example, “grey green that may be appealing

in a textile may repulse as a skin tone” (Pentak & Roth, 2004, p. 12). Color connotation may

vary from culture to culture: for example, “white is used for weddings in one culture and funerals

in another like in China” (Pentak & Roth, 2004, p. 12). Use of colors in classrooms might vary

depending on the cultural groups in different areas of the United States or other countries.

Color connotations may be influenced by society’s view of color. Reponses to color can

be learned (Pentak, & Roth, 2004). Color can have gender symbolism that is based off what

colors society defines as masculine or feminine. According to Pentak & Roth (2004), pink was

just another color until the 1950’s when hot pink became the color of the decade associated as a

more feminine color. As color has gender symbolism, color in classrooms may vary depending

on the gender of the teacher.

Stimulation and Color

When incorporated into classrooms, color can affect student learning and stimulation.

According to Barrett, Davies, Zhang, and Barrett (2015) “the stimulation principle relates to how
 7

exciting and vibrant the classroom is” (p. 120). If the classroom lacks excitement, a student may

lose interest. The stimulation principle helps with the understanding that the visual components

overall can affect classroom environments and student learning. The stimulation principle

consists of two parts: color on the items in the classroom and complexity the “measure of how

the different elements in the room combine to create a visually coherent and structured, or

random and chaotic environment” (Barrett et. al, 2015, p. 120). The complexity of classrooms

may vary; therefore, causing different effects on student learning.

Effects of stimulation in classrooms may dependent on the age of students. Young

children may be affected more by the environment when there are many visual components as it

may distract their ability to develop and complete tasks (Fisher, Godwin, & Seltman, 2014). The

prefrontal cortex in children is not yet developed. The prefrontal cortex is activated when stimuli

accesses the working memory to connections to previous knowledge, so since children are less

developed, they may not be able to process the information as well as adults (Wolfe & Wolfe,

2001).

Stimuli and Memory

Stimuli in classrooms can impact student memory and ability to learn. Memory is the

ability to recall information from stimuli in the environment (Baine, 1986; Wolfe, & Wolfe

2001). The brain starts with the sensory memory and takes in a sensory input from the

environment. According to Wolfe and Wolfe (2001), “during any fractional moment in time, an

enormous number of sensory stimuli is bombarding our bodies, giving us much more

information than we can possibly attend to.” (p. 78). This concept can be applied to classrooms

since sensory stimuli gives more information than needed, so teachers may be able to apply this

idea to the number of visual components present in their classrooms.

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Presence of large number of stimuli from visual components in classrooms creates the

concern of what stimuli will gain the most attention from students. According to Wolfe and

Wolfe (2001), “when two stimuli are competing for attention, the one that is more intense will

attract attention first” (p. 82). As research indicates, a visual component that is more intense in

color may attract more attention from the students solely based off the color and be more likely

to be stored in a student’s memory. For example, a red poster in a classroom may grab the

attention of a student more than a light pink poster since the color is more intense. If the light

pink poster had the most important information, it may be overlooked by the student at first.

More research needs to be done on how color can be used to enhance students learning through

use of colors on visual components.

Visually, the brain is constantly trying to filter information or stimuli found to enter the

working memory or short-term memory, which is the part of the brain that allows us to relate

current information with stored information (Baine, 1986; Wolfe & Wolfe 2001). Masses of

stimuli on visual components in classrooms may have competing colors and could make it harder

for students to process what stimuli is most important or should be brought into the short-term

memory. The long-term memory is formed by the stimuli and short-term memory and is the last

part of the information-processing model (Wolfe & Wolfe 2001). The long-term memory is the

part of the brain that allows individuals to recall stored information, so it is essential that

classroom environments are designed in a way that allow students to turn stimuli into long-term

memories. As memory is affected by stimuli, it is important to make sure classrooms include

material relevant to current instruction.

Decorated Classroom Environments

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In a study by Fisher et al. (2014) two groups of kindergarten children were placed in a

laboratory classroom for six introductory science lessons. The same classroom was used

throughout the study but one part of the study, but for some lessons it was decorated and for

some of the lessons the decorations were removed. According to Fisher et. al (2014), “children

were more distracted by the visual environment, spent more time off task, and demonstrated

smaller learning gains when the walls were highly decorated than when the decorations were

removed”. This study does not mean all decorations need to be removed, but it is important to

“be careful to not create clutter and distraction by over decorating your space” (Scott &

Marzano, 2014 p. 71). Determining the right balance of decorated and clear wall space would be

helpful to educators. According to Barrett et. al (2015) twenty percent of the classroom wall

space should be left undecorated. Classrooms should include a balance of visual components and

clear wall space.

Visual Component Classifications

Posters

Some might think that a picture attached to a wall would be considered a poster, but in

the case of this study a picture attached to the wall without text is not a poster. According to Weil

(1985), a poster needs to contain a combination of text and illustrations on a printed sheet of

paper. For this study, posters will be classified as having text and some sort of visuals either

printed or handmade. Another definition of a poster from Hubenthal et al. (2011) includes that a

poster needs to be a sheet of paper attached to a surface, that presents a message, and is publicly

displayed. Posters have been typically viewed as purchased or commercially produced, but in the

case of this paper, the posters being analyzed will include both purchased posters and handmade
 10

posters. Images without words were not considered posters, but rather pictures another type of

visual component in this study.

Posters with Visuals and the Brain

Posters impact the brain differently than other visual components since posters contain

text and visuals. According to Williams (1986) “together, words and images communicate more

clearly than either could alone.” Posters ability to impact student learning has to do with the way

the brain is composed. The left side of the brain focuses more on understanding words, numbers,

parts, and sequential language and the right side of the brain uses images, patterns, wholes, and

simultaneous pattern connections (Williams 1986). Books and lectures are often used and only

access the left side of the brain” these teaching strategies can still be included, but the right brain

needs to be accesses as well as it helps with problem solving and creativity (Williams 1986).

Posters access both sides of the brains and can be utilized in classrooms to benefit student

learning.

Decorative Pictures on Posters

School environments may include posters with decorative images intended to promote

student learning. However, decorative pictures provide little benefit to student learning as

compared to informative posters with decorative pictures in text. Decorative pictures displayed

without text provided a positive or affective response from students, but the “decorative pictures

were altogether neither harmful nor beneficial for learning” (Lenzner, Alwine, Schnotz,

Wolfgang, & Müller, Andreas, 2013, p. 811). As teacher may include decorative pictures in

classrooms, it is important that other than helping the student feel more comfortable in the

classroom the decorative pictures may not be directly impacting student learning. The findings

showed “when combined with decorative pictures, the instructional pictures were more
 11

beneficial for learning than without decorative pictures” (Lenzner et al., 2013, p. 827). The

researchers showed that the students benefited from having pictures and scored higher than

students who read text without any pictures (Lenzner et al, (2013). It is important to consider the

effects of pictures combined with text on student learning.

Seasonal Decorations

According to Scott and Marzano (2014), seasonal decorations and holiday decorations

can be incorporated into classrooms. Seasonal decorations are based off the current season, so for

example during the fall classrooms may contain more decorations like scarecrows and leaves

because they represent that season.

Children’s Work

The environment of a classroom can include children’s work to communicate the voice of

students. Classroom environments can silence the students if too much commercial material like

purchased posters crowd out the material that the students create (Tarr, 2004). Instead of

immediately placing posters or visual components up in the classroom, teachers should consider

how the environment will be affected by these posters before displaying them. It is important for

a classroom to have a personalized environment for students to feel valued. The classroom

environment can be personalized by allowing children to contribute to the environment and for

the children to have a direct connection to the materials (Hertzog et. al 2017). Children’s work

may be displayed in classrooms where students are older Unfortunately, as students get older

children’s work is less likely to be included in the classroom even though it can be used

effectively with any subject at any age level (Williams 1986).

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School Themed Decorations

School themes can be represented on the visual components of a school. According to

Gardner (2006) school themes can include patterns, connections, renaissance, then and now,

Mexican heritage, and etc. According to Gardner (2006) “during any given year, the school [ in

Indianapolis public school district] features three different themes, introduced at approximately

ten-week intervals” (p. 114). The school in Indianapolis public school district has curricula

focused on themes. Students in this district have three projects each year to correlate with the

three themes present in their classrooms (Gardener 2006). Little scholarly research has been

gathered to indicate how school themes impact students and the environment of classrooms. If

one looks up school themes or yearlong themes, on sources such as Pinterest and Google,

hundreds of ideas are available for educators to implement into school themes often through

decorating. One benefit of school themes, is the unity it creates in a school setting, which

according to Scott and Marzano (2014) harmony is a part of success in learning environments.

There has been little and possibly no research on how school themes affect colors in classroom

environments. This study will aim to gather more research about how school themes may impact

colors on visual components in classrooms.

Selection of Posters and Visual Components

Teachers may have limited time to select visual components for classrooms. Teachers

may not always pick the most beneficial posters or visual components: “teachers with finite wall

space and planning time have little guidance for evaluating the pedagogical power of a poster”

(Hubenthal et al., 2011, p. 194). The color of the posters affects the pedagogical power of the

poster. There is little research done on the colors of posters in classrooms, but lots of colors can

cause overstimulation in a classroom and lack of color can cause under-stimulation (Strong-
 13

Wilson & Ellis, 2007). Classroom plastered with wild, colorful posters or a classroom without

any color or without any posters may hinder student learning.

Teachers may design classrooms based off of colors they find to be appealing to them.

Hubenthal et al. (2011) explains, that teachers tend to pick a poster based off whether it is

aesthetically appealing to them, this means that the colors of the aesthetics the teacher finds

pleasing may be represented in the classroom rather than the colors that will aid student learning.

Another factor that affects the environment is “how teachers believe and perceive their roles as

teachers influence instructional design and decision making” (Hertzog et al., 2017). For example,

teachers that finds their job to be to inspire students may include more motivational visual

components in their classroom.

Accessing or Buying Posters and Visual Components

Access to technology can affect the type of materials on the walls and ceiling of

classrooms. Teacher resources like Pinterest, Teachers Pay Teachers, and School Specialty allow

teachers to access posters, poster ideas, and decoration ideas more easily. Pinterest started in

2010 and educators who use Pinterest for their teaching and learning collect pictures and ideas

for educational use (Pearce & Learmonth, 2013). The Pinterest pictures that teacher save on their

pinboards may include ideas of how to decorate a classroom or create a poster. Often, the

contents of Pinterest and other Web sites like Teachers Pay Teachers seem colorful, appealing,

and useful for the classroom. The educational value of posters and visual components from

online websites are not necessarily based on research and may be used for profit, so educators

should be careful about the content they purchase online.

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Locations of Posters and Visual Components in Classrooms

The way visual components are displayed in classrooms will vary from room to room

based on the setup of the classroom. Posters and visual components can be displayed on walls

and bulletin boards. According to Moyles (1992), the way a classroom will look will be

determined by “the availability and use of display space with” … with wall space “being the best

or only display opportunity” (p. 39). Some classrooms include bulletins boards or known as

display boards (Moyles, 1992). According to Moyles (1992), some classrooms may include a

limited number of display boards and they may be located in odd spaces around the classroom,

so this may cause teachers too use other methods for displaying posters or visual components.

Some teachers may even display posters and visual components on whiteboards.

Current Instruction and Visual Components

Posters and visual components can be rotated to match the current units of instruction.

Posters can be organized based off the current units of instruction (Hubenthal et al., 2011; Scott

& Marzano, 2014). Changing the posters with the current units of instruction would promote the

idea of learning from the environment as the third teacher. According to Edwards et al. (1998),

for the environment to serve as an educator for the child, the environment has to be flexible and

undergo frequent modification: the changes in the environment can occur from modifications

from the students and teacher to remain up-to-date with the current learning. Classrooms where

the posters or environment remains the same year-round will not be able to act effectively as a

third teacher for students. Tarr (2004) emphasized how some posters may be kept up for

extended period of time. Students may not notice the posters and visual components in the

classroom as frequently if they remain the same for extended periods of time. Also, brains are

unable to access previous networks if the information in the classroom does not match anything
 15

the student has already built into the memory (Wolfe & Wolfe, 2001). The visual components in

the classrooms should relate to current studies and be organized by subject to provide the best

way for students to learn.

One problem that arises from American elementary students is that they spend most their

day in one classroom and not specific classrooms for each subject. Thus, the environment may

not always be relevant to current instruction (Fisher et al., 2014). It is important that the posters

are organized, so that students will be able to connect what subject the poster is for. Montessori

schools often organize different centers by subjects (Emel, 2012). The concept of organizing

posters and visual components in classrooms by subjects can be implemented into elementary

classrooms.

Lack of Student Learning from Environment

Often classrooms include materials on the walls and ceilings, but not all of the contents

will be used to promote student learning. A study about prevalence and use of print in preschool

classrooms, found that out of 68 classrooms 95 percent of preschool classrooms, provided print

in the classroom environment (Gerde, Bingham & Prendergast, 2015). With this large amount of

print, one might expect that the teachers would utilize the text in the environment to teach the

students, but this was not the case in the study. According to Gerde et al. (2015), less than 5

percent of the 68 teachers used the print in the classroom environments to support children’s

writing. Print is not the only part that may not be utilized in classrooms. Young children need

teachers to direct instruction to print as they are not drawn to it without instruction (Gerde,

Goetsch, & Bingham, 2016). The visual components in elementary environments will have little

benefit to the students unless the teachers prompt or direct the students to the visual aids, so they

can learn from the environment.

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Promoting student Interaction with Environment

Teachers can take steps to promote interaction with the contents on the walls in

classroom. If students know how to interact with the classroom environment, the classroom can

act as third teacher and promote student learning. According to Moyles (1992), “it is surprising

how often children in the classroom have no idea why and how things are and managed as they

are” (p. 35). Students may lack knowledge of how the classroom is organized if it has not been

explained by the teachers. According to Emel (2012), “the teacher is responsible for preparing

the material and establishing the relationship between the children and their environment” (p.

204). Teachers should consider helping students understand how to interact with the environment

and more specifically the posters and visual components in the classroom. Time may have to be

set aside for this type of interaction as students often are sitting in their desks and may not be

able to explore the posters or visual components in the classroom.

If teachers internalize this concept of a “third teacher” and implement the Reggio Emilia

approach, they could potentially increase the learning opportunities in their classroom (Strong-

Wilson & Ellis, 2007). One factor that encourages this interaction with the posters, would be if

the posters include invitation to inquiry: this includes ideas where the poster having interrogative

questions or other components that encourage the interaction (Hubenthal et al., 2011). Interaction

is important in the environment of the students since it keeps their minds actively engaged, so it

is important that the students’ thoughts are sparked by the educational posters whether the

posters are created or purchased. Teachers can attach different interrogative questions or

interactive statements onto their already purchased posters (Hubenthal et al., 2011). In the same
 17

way, some teachers may choose to create personalized interactive posters or materials in the

classroom.

Use of visual components may lack use by students due to a lack of concrete connections

relating to material presented on the poster or visual component. According to Wolfe and Wolfe

(2001), without concrete experience, the representation or symbol may have little meaning, no

matter how much someone explains it to you” (p. 137). Educators can include hands on and

direct instruction of material on visual components to help students to gain prior knowledge

about the visuals in the classroom.

Wall Color

The colors of walls in classrooms can affect the stimulation of the students. In a

classroom, “large amounts of color overstimulate individuals no matter the color temperature or

preference.” (Gaines & Curry, 2011, p. 49). Finding the right balance of pedagogy and color is

difficult, as classrooms with “an under-stimulating environment may be as harmful as one that is

over-stimulating” (Gaines & Curry, 2011, p. 54). Wall color can also impact the amount of

eyestrain individual may have. According to Engelbrecht (2003), “eye strain is a medical ailment

diagnosed by increased blinking, dilation of the pupil when light intensity is static, reduction in

the ability to focus on clear objects and an inability to distinguish small differences in

brightness” (p. 2).

White Walls

Studies have found there are some wall colors that are more ideal to have in classrooms

than others. There have been some misperceptions about what colors promote student learning:

educators in the past and present “have the misconception that if all the walls were painted white,

then the teacher would become the focus for the students and not the environment” (Grube,
 18

2013, p. 73). Having four white walls in the classroom can be a barrier to student learning.

According to Grube (2013), “white walls are proven to cause detrimental psychological effects,

such as anxiety, disruptive behaviors, lack of focus, and depressive moods to students and

educators that spend time within the space” (p. 69). According to Engelbrecht (2003), in

monotone environments humans turn inward and have negative reactions to the underestimation

such as “feelings of anxiety, fear and distress” (p. 4). Both these studies show similar ways that

white walls negatively impact students.

Walls with Color

Instead, different hues of colors can be used to ensure the wall color is not too bright for

student learning. Recommended hues include “warm color palettes, such as shades of yellow and

peach or cooler palettes of blue and green, account for the majority of hues recommended”

(Grube, 2013, p. 78). If these wall colors are incorporated into the classroom, they should not

cover the entirety of all the walls in the classroom. According to Grube (2013), “As it was

originally recommended in the 1920s, an accent color on the teaching wall or wall behind the

instructor that is different in hue than the side and back walls is still recommended today” (p.

77). In the same way, Engelbrecht (2003) referred to the wall as an end wall with a medium hue

with the other walls being neutral tint like off white or beige and the end wall helps ensure that

students can have a relaxed eye as the student looks up from their work at the wall. According to

Barrett, Zhang, Davies, and Barrett, (2015) “light walls with a feature wall highlighted in a

brighter color contributes to an appropriate background level of stimulation” (p. 37). As

stimulation impacts student learning, educators can look for ways to include an accent wall

behind the instructor with medium hues. According to Engelbrecht (2003), “the end wall
 19

treatment also helps to relieve the visual monotony of a classroom and stimulate a student’s

brain” (p. 2).

Wall Color Selection 1

Wall color in schools is often selected by architect’s rather than educators. Around the

United States, “The boards of education in each of the 50 states typically leave color selection up

to the professional architect” (Grube, 2013, p. 74). The professional architect often would not be

fully aware of the importance of color in student learning since that is not necessarily in their

field of study. Grube (2013) stated, that “white walls have continued to dominate in educational

facilities” as white walls make it easier for builders to construct the school to fit schools’ budgets

(p.80). Wall color of schools are often selected based off of price and what the most efficient

way of building the environment is rather than what colors may promote student learning.

Providing a Least Restrictive Environment in Regards to Color Selection

Students with ADHD or Hyperactivity

Colors in classrooms may affect students with hyperactivity. According to Imhof (2004),

students with ADHD “have difficulty sustaining attention over a certain period of time, which

would imply both maintaining an intention for selection and protecting this intention against

distractions” (p.191). In the study by Imhof (2004) second and third grade classes from a South

German school district wrote on white or colored paper to see what colored paper the students

with hyperactivity could write best on. The study concluded that “children with ADHD had

fewer mistakes and took more time to complete the task when they worked on colored paper than

on standard white paper. Even though the ADHD students performed better with the colored

paper, the study said more research needs to be done on the hue, saturation, and brightness of the
 20

colors used (Imhof, 2004). In a different study on academic performance, when color is present

for completing tasks verses when it is black and white: the conclusion was that and color made

the task harder for both hyperactive and other second and third grade students (Zentall & Dwyer,

1989). Studies on color and hyperactive students’ performance show mixed results, but could be

a gateway to providing hyperactive students with a better learning environment.

Students Who Benefit from Visuals

Some students learn better from visuals than others. Children with dyslexia may struggle

with reading and tend to use more visuals than other students. According to Gardner (2006)

“children with dyslexia show an enhanced facility with visual and or special activities.”

Including posters and visual components in the classroom may be a benefit to students with

dyslexia.

Gardner’s multiple intelligences explains some students are more visual than others since

they have the visual-spatial multiple intelligence strength. According to Williams (1986) “for

highly visual students, success in learning academic subjects may depend on their teachers’

willingness to allow them to use their primary mode (p. 32) As educators, it is important to

consider the different multiple intelligences of students: for visual students, including useful

visuals and verbal information will help them learn.

Applications of Literature Review to Methodology

Wall color studies allow educators to understand that students need a balances amount of

stimulation in classrooms. The recommended wall color is a light hue focal wall behind the

instructor with the other walls a neutral color. Wall color is important to consider in classrooms

for student learning, but the color of posters and visual components are equally important as they

will impact a classrooms’ colors. The colors of the posters in the classroom will affect the
 21

student learning and stimulation in a similar way as the wall color of a classroom, so this paper

will research this more to find why certain colors are present on the posters and visual

components in classrooms. Also, the study will be done to find out what colors are most

commonly present as the background colors of bulletin boards as they are large visual

components in classrooms.

The study also aims to see how teachers purchase or select posters and visual components

for their classrooms as the selection process may impact the colors present on them. Teachers

may create or buy the materials on the walls and ceilings of their classrooms, but teachers’ may

access and use different resources like Pinterest, Teachers Pay Teachers, and School Specialty

thus influencing their classroom environment. The purpose of this study is to analyze how colors

appear in classroom environments and how teachers view the use of color, decorations, and

stimulation in classrooms.

As posters and visual components in classrooms vary in color, the subjects present on

posters and visual components will vary. This study will observe the subjects that appear most

frequently in elementary classroom environments. In addition to including subjects as a way to

classify posters and visual components, other categories will be used.

Methodology

Primary Research Question

If teachers have color preferences, will their classroom be decorated with those colors rather than

colors that benefit student learning and stimulation levels best?

 22

Supplemental Research Questions

1. What subjects and topics appear most frequently on posters and visual components in an

elementary classroom?

2. Does the method of purchasing or obtaining posters and visual components affect the

colors present in classrooms?

3. If schools have school themes, will those themes affect the colors in classrooms?

Research Planning

The researcher completed the CITI training with a Social & Behavioral Science

Education course on September 12th, 2018 (Appendix A). Research approval was obtained from

the NSU Internal Review Board (Appendix B) on September 19th, 2018, which allowed the

researcher to send out surveys. An additional IRB approval was granted on October 16th, 2018

(Appendix C) as the study was expanded to include more school districts.

The survey consisted of twenty-four questions. The questions were designed to learn

more about how teachers in South Dakota obtain posters and visual components for their

classrooms and how they view the importance of classroom environments. Eighteen questions

were multiple choice. These eighteen close-ended questions made it easier to quantify the data,

eliminate biases, and improve validity. Six questions were open-ended in order to allow teachers

to share their opinions on how they obtain visual components for their classrooms.

The researcher sent e-mails to different school districts to ask permission from the

principals, superintendents, or research departments of each school districts to send the survey to

their respective teachers. The person who the email was sent to varied by district as some

districts have different policies for who is in charge of approving research. After permission was

granted, the survey link was sent out to teachers in thirteen districts and twenty-six schools in
 23

South Dakota. The survey included an informative paragraph describing the purpose of the

survey and an explanation of confidentiality. The researcher’s contact information was provided

in case the teachers had any questions. The paragraph explained how surveys were kept

completely confidential even though the survey asked for the teacher’s name, school, and grade

the teacher teaches. Survey results were stored in the Campus Labs a secure database to

guarantee the privacy of all participants. Participants gave consent to participate in the study by

completing and submitting the survey.

The researcher was granted permission from seventy-seven teachers who took the survey

to observe classrooms from eight schools. Each school was given a packet with a letter and a

consent form (Appendix D). The letter was provided to all of the teachers to explain the research

more and included a permission to observe form (Appendix E). By filling out the form teachers

gave consent for the researcher to observe their classroom and take pictures in their classroom.

The pictures were stored and taken on a secure i pad that is protected with a login code.

(Appendix E) Of the districts where classrooms were observed, six public districts and two were

private districts. The schools included where observations took place included: five schools from

Aberdeen School District, the Groton Area’s Elementary School, the Roncalli Primary School,

and the Aberdeen Christian School’s Elementary.

Survey Participants

Teachers: N: 167 Experience: n: 33 for 0 to 4 years, n: 35 for 5 to 9 years, n: 57 for 10 to 19

years, and n: 42 for 20 plus years of experience.

Note: Experience of teachers was obtained from question four on the survey. Refer to appendix

H.
 24

Grades Taught: n: 54 Kindergarten/Pre-Kindergarten, n: 46 first, n: 52 second, n: 58 third, n:

46 fourth, and n: 44 fifth.

Note: some teachers teach multiple grades like the resource teachers. Question six on the survey

was used for this material.

Rooms Observed

Observed Rooms: N: 77 Grade: n:4 for Pre-Kindergarten, n:14 for Kindergarten, n:13 for first,

n: 8 for second, n: 15 for third, n: 9 for fourth, n: 8 for fifth, and n: 6 for resource rooms.

Note: The information provided for the information about the rooms was used from the survey

and recorded when the researcher observed the classrooms.

Results

Graph one displays the results of the 167 teachers who responded to the survey.

The graph shows 59.88 percent or n=100 teachers feel a more decorated classroom provides a

better learning environment for students and that 40.12 percent or n= 67 teachers feel that a

decorated classroom does not provide a better learning environment for students.
 25

Graph One
Teachers’ View on Decorated Classrooms

Do you feel a more decorated classroom

provides a better learning environment
for students?
70.00%

60.00%
59.88%
50.00%
Percentages

40.00%
40.12%
30.00%

20.00%

10.00%

0.00%
Yes No
Responses

There were sixteen different categories of visual components observed in the seventy-

seven classrooms grades preschool to fifth grade. Table one shows the sum of the sixteen

categories of visual components observed was 13,599. The category with the least components

was music with a sum of 20 and the category with the most was language arts/ reading with a

sum of 4,045. As you can see from the range, 4,025 components varied greatly by category.

In the study for the seventy-seven classrooms had 1,748 math visual components

recorded in total. The overall total of the posters and visual components was N=13,599. This

helps to analyze what percent of the components are solely decorative. The researcher

categorized the following visual components as decorative: cartoons/animals, paper decorations,

non-paper decorations, and borders. Together, the decorative components comprised N= 2732.

Approximately 18 percent of the visual components were solely decorative. This percentage
 26

varied for each classroom. Note: The other categories may include decorative pictures or

patterns, so that would increase the percentage of decorative materials, but these materials served

other functions other than being decorative.

Table 1

Visual Components Observed in Seventy-Seven PK to Fifth Grade Classrooms

Categories N
Math 1748
Science 193
Social Studies/ Geography 433
Language Arts/Reading 4045
Motivational/ Kindness 946
Procedural/ Rule Based 842
Pictures 287
Cartoons/Animals 574
Children's work 1130
Music 20
Art 285
Religion 95
Decorations 668
Non-paper decorations 634
Borders 474
Schedule/ Birthday /Calendar 1225
Total 13599

Table two helps provide understanding for what types of posters and visual components

appear in classrooms. These are the same posters and visual components that will be used later in

the study to show what colors are most present on visual components. Table two shows the

average number of visual components in different categories by grade level on average. The total
 27

number of visual components by grade level for each category is not sufficient as the number of

classrooms observed varied per grade. For example, for the preschool or pre-kindergarten grade

level, four classrooms observed, so the total number of components for prekindergarten was

divided by four to obtain the mean. Table two shows a decrease in categories as the grades

increase for some categories. For kindergarten, the average visual components were about 262

per classroom and for the fourth-grade classes the average was about 121 visual components in

classroom. The resource rooms means for science and social studies were higher due to one

resource room having a vast amount. The religion category only applies to the private school

classrooms and no observations took place in private school classrooms above third grade.

Table 2
Means of Poster and Visual Components by Grade

Categories PK Kindergarten First Second Third Fourth Fifth Resource

Math 26 33.71 35.23 24.88 13.47 10.78 16.13 14.33
Science 2.25 3.29 3.08 3.75 3.07 0.73 1.25 0.16
Social Studies/
0.75 2.79 10.38 2.5 3.93 6.33 5.25 13
geography
Language
49 66.79 55.46 87.75 42.73 32 24 29.67
Arts/Reading
Motivational/
1 9.14 14.92 10.75 15.2 9.53 11.75 9.83
kindness
Procedural/ Rule
9.75 19.14 10.38 10.88 6.8 10.4 3.38 4.67
Based
Picture 3.75 3.71 5.38 4.25 3.27 4.44 3.38 0
cartoons/animals 3.5 13.14 4.92 7.88 4.73 6.6 4.25 7.5
children's work 12.25 23.57 13.77 23.875 16.4 4.88 11.13 0.33
music 3.5 0.14 0 0.25 0 0.11 0.13 0
art 14 8.86 6.54 0 0 0 0 3.33
religion 5.75 4.5 1.54 2.38 1 0 0 0
decorations 4.5 10.64 6.23 12.88 14.47 5.22 6.63 0.83
non-paper
2.5 31.75 2.77 12.88 10.67 10.44 12.38 3.13
decorations
Borders 2.25 4.86 4.38 4.13 4.27 6.22 7.75 4.17
 28

schedule/
birthday 12.5 25.93 17 21 10 14.33 13.63 6.33
/calendar
Totals 153.25 261.96 191.98 230.04 150.01 122.01 121.04 97.28

Graph two was created using data from the means of all the seventy-seven classrooms

combined. Graph two provides a close look at the means for subject related posters and visual

components. As you can see in Graph two, language arts had a higher mean of posters and visual

components in every grade and the resource rooms compared to any other subject. Math was the

second highest mean for each grade level and the resource rooms. Science and social studies/

geography posters and visual components had a significantly lower mean or prevalence in the

seventy-seven elementary classroom environments observed.

Graph 2

Averages of Subject Related Posters and Visual Components

Averages of Subject Related Posters

and Visual Components

48

22
2 6
1

Math Science Social Studies/ Geography Language Arts/ Reading

Bulletin Boards

Bulletin boards are a big focal point in classrooms, so they were recorded as a separate

visual component. Question 9 of the survey asked teachers to select what subjects appear on
 29

bulletin boards in their classrooms this is shown in Graph three. Teachers could select more than

one response to this question and responses were N=363. Out of the 363 responses from the 167

teachers, there was an indication that 42 percent of classrooms include language arts content on

bulletin boards and 37 percent of classrooms include of math visual components on bulletin

boards. This again shows the prevalence of these two subjects in classrooms as less teachers

indicated including social studies and science visual components and posters on bulletin boards.

Graph 3

Subjects on Bulletin Boards

What subjects are displayed on the bulletin boards in

your classroom? (Select all that apply)

8%
Math
13%
37% Language Arts
Social Studies
42% Science

Graph four shows N=278 bulletin boards were observed. Each bulletin board could score

up to three colors, but a score of one or two was the highest number recorded for bulletin boards

in this study. The most frequent colors on the bulletin boards appear on Graph four. Black

appeared on 24 percent of on the bulletin boards. White, brown, blue, and yellow each

calculated 12 percent. The other colors indicated in the graph appeared less frequently and had

lower percentages.
 30

Five of the seventy-seven classrooms observed had no bulletin boards in the classrooms.

Often, this occurred due to the classroom’s past architectural uses. For example, some of the

classrooms used to be hospital rooms in one of the private schools, so the classrooms didn’t

always include bulletin boards. In one of the schools, in public school district, a few of the

resource rooms didn’t include bulletin boards since the resource rooms located in an addition to

the school.

Graph 4

Background Colors of Bulletin Boards Observed

Background Colors of Bulletin Boards Observed red

red-orange
orange
yellow-orange
3% 7% 1% 0%
12% yellow
2%
yellow-green
12%
green
12% blue-green
3%
blue
4%
blue-violet
4%
violet

12% red-violet
24%
0% black
2% white
2%
brown
mutli

Note: Some bulletins boards included patterns or graphics. The following bulletins boards were

recorded quantitively and qualitatively: 4 stripes, 5 polka dots, 1 lama pattern, 2 blue and white
 31

sea graphics, 2 map background, 1 zig zags, 1 football yard lines, 1 dark blue with multi-colored

stars, 1 giraffe print, 2 plaid, and 1 blue and white pattern. N:20 for bulletins boards that are

composed of patterns or graphics as the background. This made up 7.2 percent of the bulletin’s

boards out of the 278 bulletins boards showing most were solid in color. The colors for the

patterned bulletin boards was still included in the graph above. The qualitative data was needed

to better represent the bulletins boards present in elementary classrooms. One school public

school culture seemed to be affecting the bulletin boards as they seemed to have more fabric or

patterned bulletins boards in this school.

Picture 1

In picture one shows how doors were used in a similar way to how a bulletin board would since

the classroom used to be hospital rooms that were combined together. This classroom may not

have had bulletin boards but the teacher was innovative and still effectively utilized the space.
 32

Picture 2

Picture 2 is from a kindergarten and would have scored under being a blue color since the color

was formed by mixing white and blue. This bulletin board is used for reading.

Picture 3
 33

Picture 3 is from a classroom where the whiteboards were being utilized in the way a bulletin

board typically would be. This classroom had bulletin boards, but it many classrooms

whiteboards were being utilize in this way. The picture was from a third-grade classroom.

Picture 4

Picture 5

Picture 4 and 5 show a bulletin board that was created

using fabric and has print on the. In this case this bulletin

board was scored as being yellow-orange and brown as it

includes a mix of colors.

Teacher Color Scheme Preferences from Survey

On graph five, the 48.5 percent of teachers indicated a preference of warm colors and

37.72 percent of teachers indicated a preference of cool colors. The graph shows 4.19 percent of

teachers answered that they preferred dark color schemes and 9.58 percent for neutral colors.
 34

Graph 5
Colors on Posters and Visual Components

60
What Color Schemes do Teachers Prefer Most?
Percentages

40 48.5 37.72

20
4.19 9.58

0
Color Preferences
Warm Colors Cool Colors Dark Colors Neutral Colors

Colors Present on Posters and Visual Components

Each poster or Visual Component could score up to two colors. Graph six represents

posters and visual components with just the colors from Itten color wheel. Colors on graph six

are from observations on the visual components from the seventy-seven classrooms. Each

component could score up to two colors as some posters or visual components had more than one

prominent color. If the poster or visual component was three or more colors that were prominent

it was categorized as multi-colored seen in graph six B. Graph six indicated primary colors

composed most of the colors on posters and visual components followed by the secondary

colors. The tertiary colors occurred the least on posters and visual components.
 35

Graph 8

Colors of Visual Components and Posters

Colors of Visual Components and

Posters in Classrooms Red
red orange
orange
6%
yellow-orange
1% 2% 16%
yellow
5% yellow-green
23%
10% Green
blue-green
6% 3%
blue
11% blue-violet
13% 4%
violet
red-violet

Graph six B is the same as graph six, but it includes white, black, multicolored, and

brown colors from posters and visual components. White made up 26 percent of the color on this

graph showing the highest percentage. Next, the multicolored posters and visual components

made up 15 percent the colors. The multi-colored components were scored if the visual

component had more than two prominent color that made up the colors on the visual component.

Next, at 10 percent black and blue appeared.

 36

Graph 6 B

Colors on Posters and Visual Components including Black, White and Brown

Colors of Visual Componenets and

Posters in Classrooms Red
5% 3% 5% red orange
1% 1% orange
yellow-orange
4% yellow
9% 9% yellow-green
Green
14%
blue-green
2% blue
blue-violet
violet
31% red-violet
5%
black
white
8% brown
Multi-colored
0% 2%0%

Table three shows the colors from each color category that were used to make the graph

six B. In total 13,599 visual components were observed in this study, but because they could

score more than one color per components the totals for colors was higher. The total for colors

being scores was N= 20,685 for the seventy-seven classrooms.

 37

Table 3
Colors on Posters and Visual Components including Black, White and Brown

Red 1,519
Red-Orange 470
Orange 908
Yellow-Orange 297
Yellow 1047
Yellow-Green 340
Green 1,236
Blue-Green 532
Blue 2,116
Blue-Violet 102
Violet 529
Red-Violet 228
Black 1,981
White 5,340
Brown 988
Multi-Colored 2,052

The primary colors appeared the most on the visual components and this may be due to

the fact that teachers are using more purchased posters from online websites than handmade

posters. Graph seven indicates twelve percent of teachers the 167 teachers indicated they prefer

to make handmade posters. In qualitative answers from the survey, teachers often described they

handmake posters if they crafty or that they want to save money by creating posters. Another

response was that the teacher creates posters since it allows for more personalized content. Only

one teacher with 20 years of experience teaching or more selected preferring handmade posters.

The twelve percent of “not purchased” was comprised of: 4 teachers between for 0 to 4 years of
 38

experience, 4 teachers in the 5 to 9 years of experience, and 8 teachers for 10 to 19 years of

experience. One teacher with 20 plus years responded that he or she preferred making handmade

posters.

Graph 7
Preferred Method to Obtain/ Create Posters

In picture 6 the posters were downloaded from teachers pay teachers, but it includes the
teacher’s writing in the red. This is an example of how some posters and visual components may
include a combination of being purchased and handmade.

Picture 6
 39

Graph eight represents question 13 on the survey (Appendix H). The question asked

Where do you purchase or find ideas to create the posters or visual components in your

classroom? (Select all that apply). Teachers who to the survey were able to select multiple boxes

for the website or ways they purchase or obtain posters. Not all posters and visual components

will directly cost the educator money to purchase as some websites allow for free downloads of

some visual components. Graph eight showed that a large portion of teachers are using online

resources to purchase, obtain, or come up with ideas for how to create posters and visual

components. Graph eight shows that 90 percent of teachers selected that they use the website

Teachers Pay Teacher and 75 percent use Pinterest. Teachers Pay Teachers and Pinterest were

the highest ways teachers indicate that they purchase, obtain, and come up with ideas for poster

and visual components. Other companies are represented on the graph. The other category

teachers were able to fill in a box with text for other places they use to purchase or obtain posters

and visual components. This category teachers indicated other websites such as amazon. Also,
 40

the other category quite a few teachers indicated they purchase posters visual components from

local teacher stores in their town. The colors of poster will be impacted by the methods of how

teachers purchase or obtain posters. A majority of teachers indicated they are using online

resources to gain posters and visual components. These websites will allow teachers to download

for free or purchase posters and visual components. The colors of these posters will be different

than if the teacher was to handmake them. Primary colors appeared most regularly on posters and

visual components and this may be from the colors that are more accessible on programs such as

word commonly used to create these posters and visual components. In picture 7 below, the

standard colors that appear on word include the primary colors and these are the ones that

appeared most frequently as they are easier to access when creating a poster or visual competent.

The colors may not just include the standard of the primary colors they be lighter or darker as

these colors also would fall under how the primary colors were accessed. The teachers or people

create posters or visual components sold or downloadable on Pinterest, Teachers Pay Teachers,

or other online websites for teachers to download or buy. In the same way materials purchased

from stores may be more likely to include primary colors as they are easier to access. Classrooms

still had a large number of posters and visual components that were purchased from stores, but

more research would need to be done to determine what present of posters are company made.

Graph 8
Preferred Method to Purchase and Obtain Posters and Visual Components
 41

Preferred Method to Purchase and Obtain

Posters and Visual Components
100 90.42
Percent of Teachers

90
80 75.45
70
60
50
40 34.73
26.35 29.34
30
20 8.74
10
0
PINTEREST TEACHERS SCHOLASTIC SCHOOL GOOGLE OTHER
PAY SPECIALTY
TEACHERS WEBSITE

Website or Method to Obtain

Picture 7
 42

Picture 8

Picture 8 shows a math poster since it includes both

text and the graph as a visual. This is an example of a

handmade poster in a classroom used for math. Handmade

posters are more likely to include white.

Graph nine shows how the color of posters and visual components from seven classrooms

in a school with a school-wide camping theme. The percentage of color differed from Graph six

B, which was the overall color represented of the seventy-seven classrooms on the posters and

visual components. Graph nine shows that 14 percent of the color was brown this was higher

than the total color for all the seventy-seven classrooms, which was 5 percent brown. Also, green

composed 9 percent of the colors in the camping themed classrooms and this was higher than the
 43

Graph six B, which had 6 percent green. White was the highest percent on Graph nine at 31

percent. This shows that school theme does affect colors in classrooms as more earth tones

appeared in the classrooms with school themes.

Graph 9
Colors of Visual Components and Posters in Camping Themed School

Colors of Visual Components and Posters in

Camping Themed School
5% 3% 5% Red
1% red orange
1%
orange
4% yellow-orange
9% 9% yellow
yellow-green
14% Green
blue-green
2%
blue
blue-violet
violet
31% red-violet
5%
black
white
8%
brown
Multi-colored
0% 2% 0%

Table four is the data from the 7 classrooms in the school that was camping theme

related. As in table four there were 258 brown and 172 green color scorings the same method for

color scoring were used for the posters and visual components in these classrooms as the other

classrooms.

Table 4
Colors on Posters and Visual Components in Classrooms with Camping Theme
 44

Red red orange yellow- yellow yellow- Green blue- blue blue- violet red- black white brown Multi
orange orange green green violet violet
67 19 96 49 88 20 172 40 144 4 31 9 98 572 258 171

Picture 9

Picture 9 is from a kindergarten classroom with the camping theme the

classroom appeared to be green and brown a shown this picture.

Picture 10

Picture 10 is from a first-grade classroom and shows how at

different grades in the school the camping theme was being

incorporated uniformly.

Picture 11

Picture 12
 45

Picture 11 is from a second-grade classroom and picture

12 is from third grade classroom. This shows how the

school theme is affecting the bulletin boards, which are

larger visual components.

Picture 12

Picture 13

Picture 13 is from the resource room and picture 14 is from

a third classroom. This particular school had some uniform

decorations around the school being used to show the

camping theme.
 46

Picture 14

\
Picture 15

Some schools didn’t have school themes, but the teacher may have decided to decorate

their classroom as a specific classroom theme. The classroom in picture 14 and 15 did not have a

school theme but the teacher decided to decorate the classroom with a superhero theme. This

affected the colors in the classroom causing primary colors to occur more frequently in this

classroom.

Picture 16
 47

Picture 17

Picture 16 and 17 are from a fourth-grade classroom that had a pirate theme.

Picture 18

Picture 18 is from the same schools as

the classrooms that had the superhero

and pirate theme. This third classroom

has a variety of colors that appeared and

did not have a class theme.

Picture 19

Picture 19 is from different school than 18 and

shows a kindergarten classroom without a school
theme. Again, more variety in color is divisible.
 48

Picture 20

Some classrooms may have color schemes. In the picture 20 above black and white were used

more than other classrooms as the color scheme included black and white. Picture 20 shows a

first-grade classroom.
 49

Findings

Initially, the researcher thought that color preferences of teachers would be visible on the

colors of posters and visual components in elementary classrooms. Teachers on the survey

indicated a preference of warm and cool color schemes over dark and neutral color schemes.

Color preferences were hard to measure on posters and visual components as the warm and cool

colors contained almost an equal percentage of the colors in classrooms. On the posters and

visual components, blue, red, green, and yellow appeared the most for the colors when looking

just at the colors Itten color. When including other colors on posters and visual components in

addition to the colors on the color wheels, multicolored posters and visual components appeared

the most in the seventy-seven classroom on posters and visual components. White and black

appeared more than the colors on the color wheel often as they are often background colors.

Posters and visual components in elementary classroom environments may not provide the best

colors for student stimulation, as multi-colored posters and visual components appeared the most

frequently in the prekindergarten through fifth grade classrooms. Multicolored posters could

create a more difficult classroom environment for students to focus in rather than solid colored

posters and visual components. Bulletin board backgrounds were more likely to include solid

colors compared to the posters and visual components.

Method of purchasing posters does affect the colors of posters and visual components present

in elementary classrooms. The experience of a teacher did not affect whether the posters were

handmade or purchased, instead, cost and artistic ability affected preferred methods to obtain or

create posters. The ways teachers are purchasing or obtaining posters affects colors on posters.

Teachers are more likely to be buying or downloading posters online on places like Teachers Pay

Teachers, Pinterest and School Specialty. Since teachers are buying posters and visual
 50

components online, this affected the colors in classrooms as there were more purchased or

downloaded posters. The posters downloaded or purchased on the computer may contain primary

colors more often as primary colors are default color options on programs such as word in the

color selection area. More research needs to be gathered about how the primary colors impact

student learning and stimulation, but now this research will help educators to understand what

colors are present on posters and visual components most frequently.

One goal of the survey, was to determine if certain subjects appear on the posters and visual

components in elementary classrooms. Math and language arts posters and visual components

appeared more frequently than social studies and science. Math and language arts were also more

likely to appear on bulletin boards than social studies and science as 167 teachers indicated on

the survey. Classrooms with younger grade levels had more posters and visual components in

classrooms on average and this may not be beneficial to these students as their brains are less

developed and will not be able to pick out what posters and visual components are most

important in a classroom environment.

Another part of the study found that school themes effect colors on posters and visual

components in classrooms. When the seven classrooms with camping school theme were

compared to the total to the seventy-seven classrooms colors with earth tones appeared more

frequently on posters and visual than compared to the overall colors on posters and visual

components from the seventy-seven classrooms observed. School themes may change overtime

and certain school themes may cause certain colors to appear more frequently. For example, if

the next year this school picked a patriotic school theme, red, white, and blue may appear more

than other colors. The uniformity of the school theme in classrooms will impact if the colors in
 51

classrooms change based on the school theme. For example, a school theme that is less uniform

or not implemented in all classrooms may have less effect on school color.

Research Limitations and Future Research

The classrooms were diverse since they were from eight schools, this makes the data

reliable since many different types of classrooms and different grade levels were observed. The

classroom observations included 77 classrooms from South Dakota so the research could be

made more reliable if classrooms from other states were observed. South Dakota is a rural area,

so observing classrooms in the city or areas with higher poverty could provide different data. I

did have teachers from bigger cities take the survey: making the data more diverse.

The colors of the classrooms were recorded with reference to the color wheel, but this

isn’t the most specific way to measure color. The color coding for this study did not take into

account recording the value of the posters and visual components to record the lightness or

darkness of the color. Colors in the study weren’t recorded according to the way the colors were

mixed: colors can be mixed. The colors could be measured using the technology associated with

colorimetry, which is the use of science and technology to record data quantitively in regards to

color perception. The color reflected off an object would be measured using nanometers to make

the data more accurate. Data could be recorded using a spectroccolorimeter but more research

will have to be done to see exactly what type of technology to use.

Seasonal decorations had an impact on classroom color. The colors were observed during

fall time and some seasonal decorations appeared. Each classroom may change through the year,

so looking more into how colors classroom environments change through the year can be

researched.
 52

Discussion

Method of purchasing or obtaining posters and visual components does affect the colors

present in classrooms. Teachers can try to pick lighter hues of colors for posters and visual

components as the more intense colors will cause more stimulation and possibly over-stimulation

for students. Wall color studies talk about having a focal wall at the front. This may not be

effective if the classrooms have colors all the around the classroom from the posters and visual

components all around the classroom. The most important posters and visual components can be

brought to the focal wall or front wall in the classrooms.

As the seventy-seven classrooms had a significantly higher amount of math and language arts

posters and visual components on average, teachers can make an effort to ensure that students are

still able to access science and social studies visual components in the elementary classroom

environment. As this may be overwhelming to find space to include this, clothes pins, magnets,

thumbtacks, and velcro can be used to easily change posters in the classroom environment. The

most important information should be presented in classrooms as extra posters and visual

components may clutter the learning environment. Teachers can also create cardboard poster

boards that they can store and bring out when relevant material is present. This allows a teacher

to add multiple visual components together and still be put away for later use.

Classrooms with younger students were more likely to have children’s work in the

classroom, so upper level elementary classrooms can include more student work in the actual

classroom as student work allows a personalized environment in the classroom. Early childhood

classrooms often included more music and art posters and visual components.

As school themes effect color, in classrooms schools can look more into the research of how

colors effect students stimulation and learning. School them ideas are highly present on Pinterest
 53

and online, but little research on how the color from these themes impacts students has been

done. Schools with school themes can provide sense of community to a school, which can allow

students to feel welcomed. School themes may cause an increase in decorations or decorative

pictures on posters. Decorative pictures help students learn when presented with educational

material. For example, if an alphabet were present in a classroom with a patriotic theme and

included decorative pictures of children dressed in red, white, and blue it may not be as effective

as an alphabet where each picture for a letter represented a patriot word. A for American, B for

Bold, and C for Cap. The cap could be red, white, and blue.
 54

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 57
Appendix A
 58

Appendix B

Institutional Review Board Approval Letter

DATE: 09/19/2018

NAME: Cheri Compton

ADDRESS: 1720 South Lawson Street Aberdeen, SD 57401 Phone: 605-824-0255

TITLE OF PROPOSAL: Effects of Visual Components and Posters on Learning and Stimulation in
Elementary Schools Environments

IRB PROTOCOL#: 2018-09-12A

This letter is to inform you officially of the approval of your proposed project by the Institutional Review
Board (IRB) at NSU. It is the Board’s opinion that you have provided adequate safeguards for the rights
and welfare of the participants in this study. This project must be conducted in full accordance with IRB
policies.

You are authorized to implement this study as of _____09/19/2018_________ (date of approval); this
approval is valid for 365 days. Should your project continue beyond this period, you are required to apply
to the IRB for continuing review before ___08/19/2019__________ (30 days prior to expiration date).
You should notify the IRB immediately if any unanticipated or adverse effects occur during the research
period. All modifications to the research protocol, including changes to materials and recruitment
methods, must be reported to the IRB before the research project can continue.

Special Conditions for Approval:

*informed consent procedure as proposed is required

Jeffrey Howard NSU IRB Member 09/19/2018

Member IRB, Print Signature Position Date
 59

Appendix C

Institutional Review Board Approval Letter

DATE: 10/16/2018

NAME: Cheri Compton

ADDRESS: 1720 South Lawson Street Aberdeen, SD 57401 Phone: 605-824-0255

TITLE OF PROPOSAL: Effects of Visual Components and Posters on Learning and Stimulation in
Elementary Schools Environments

IRB PROTOCOL#: 2018-09-12A

This letter is to inform you officially of the approval of your proposed project by the Institutional Review
Board (IRB) at NSU. It is the Board’s opinion that you have provided adequate safeguards for the rights
and welfare of the participants in this study. This project must be conducted in full accordance with IRB
policies.

You are authorized to implement this study as of _____10/16/2018_________ (date of approval); this
approval is valid for 365 days. Should your project continue beyond this period, you are required to apply
to the IRB for continuing review before ___09/16/2019__________ (30 days prior to expiration date).
You should notify the IRB immediately if any unanticipated or adverse effects occur during the research
period. All modifications to the research protocol, including changes to materials and recruitment
methods, must be reported to the IRB before the research project can continue.

Special Conditions for Approval:

*informed consent procedure as proposed is required

*modification of number of participants to n=5,000 approved 10/16/2018

Jeffrey N. Howard NSU IRB Chair 10/16/2018

Member IRB, Print Signature Position
 60

Appendix D
Hi! My name is Cheri Compton I am Northern State University Senior and honors student
majoring in Elementary Education with a Reading Minor. I am a cheerleader for Northern and
am originally from Aberdeen. I am working on my honors thesis and am looking for the help of
the K-5 grade teacher in the Aberdeen School District.
My project title is Effects of Visual Components and Posters on Learning and Stimulation in
Elementary Schools Environments. The purpose of the project is to increase understanding about
how posters and visual components in the classroom affect student learning and stimulation. You
should be getting a survey link in your email that takes about ten to 15 minutes. It asks
questions to see what factors affect how teachers select the posters and visual components in
their classroom. I would greatly appreciate if you could take the survey. I know teachers have
busy schedules, but would greatly appreciate if you would be willing to take the survey. I am
looking for teachers to let me observe their classrooms. It is important for me to be able to
observe the classrooms in addition to receiving completed surveys since it will help me see the
content and the colors on the posters more closely. The form attached below contains an
approval of observation for my honors thesis. If you are willing to let me observe your
classroom please have it turned in by Oct. 2nd to your school principal or school office.
The information from the survey and observations will be secured and will not be shared with
unauthorized individuals or groups. The survey does ask for a name so that I can compare the
results of the survey to the observation of the teacher's classroom, which will take place when
students aren’t present. You will be informed of when the observations at your school take place.
No names will be disclosed and will only be used for research purposes. There are no risks in
doing the survey or participating in the observation. Participation is voluntary. If you have any
questions about this survey or observations, you can contact me
at cheri.compton@wolves.northern.edu
The research could help educators better understand how posters and visual components affect
students. I would be more than willing to share the survey results and about the project when it is
complete.
Thanks for your participation you would help me greatly!

Thanks,

Cheri Compton
Go Eagles!
 61

Appendix E

Permission to observe form

Date __________

I ______________________________ grant Cheri Compton permission to observe and record

the posters and visual components in my classroom. If needed she also has my permission to take
pictures of certain visual components.
________________________________________________________________________________________

Appendix F

Q1. Please enter your name. It will only be used for the research and no names will be disclosed.
Count Percent
163 100.00%

163 Respondents

Q2. Do you prefer to buy or create posters for the classroom? Please explain the reason for selecting the answer you did
Cou
Percent
nt
59 35.33% Purchased (please explain)
Count Percent
At this time most of mine have been purchased. I have plans to make some more of my own, but
1 1.69% haven’t had a lot of time or resources. I’m a first year teacher and many of my posters were
gifted to me. Others I have made, but the majority was purchased.
1 1.69% Better quality/ Less time
1 1.69% Easier
1 1.69% Easier to read and more vivid colors
1 1.69% Easier, Look nicer
1 1.69% Easy to read and look more professional
1 1.69% I am a terrible artist, I also don't like to take the time to make things.
1 1.69% I am not very "artsy" so buying them is much easier for me.
1 1.69% I am not very crafty and I am usually limited on time so I prefer to buy posters for my classroom.
1 1.69% I buy alot of posters off of Teachers Pay Teachers- Saves a lot of time!
1 1.69% I don't have time to make my own posters.
1 1.69% I don't have time to make my own.
1 1.69% I don’t always feel as creative as ones I buy.
I either purchase posters from teaching stores, Teachers Pay Teachers or Amazon because it is typically
1 1.69% less work with a more professional look. When I have made posters in the past I felt like they looked
incomplete.
1 1.69% I just like how good they look compared to the ones I'd create.
1 1.69% I like the bright colors and neat printing of purchased posters and visual aids
I look for posters that fit directly with concepts I am teaching. Teachers pay teachers is a common place
1 1.69%
I look so that I can choose the posted information specifically.
1 1.69% I picked this one because I just don't have time to make my own posters for my classroom.
I prefer either buying posters from a store or online through TeachersPayTeachers.com and printing
1 1.69% them off due to the quickness of it. I don’t like to take time creating something that I can find
elsewhere.
I prefer to buy because I can find bright/colorful posters that are more exciting for students. It also
1 1.69%
saves me time to buy posters already made. I do make some posters as well though.
 62

Q2. Do you prefer to buy or create posters for the classroom? Please explain the reason for selecting the answer you did
Cou
Percent
nt
I purchased portraits of all the US presidents that are displayed on the boards of my classroom. They
1 1.69%
are very colorful and neat compared to what I could have printed out.
1 1.69% I used to create my own, but the time spent making them became a big issue.
1 1.69% I usually find what I want and don't have to take the time to make it.
1 1.69% I would use purchased ones to save on resources.
1 1.69% I'm not creative or artistic.
I've bought various motivational posters over the years to brighten up the classroom. Occasionally we
1 1.69%
will discuss the meaning of the posters and how they apply to the lives of our students.
If it a poster for decoration or procedures/processes, it is simpler and saves so much time to buy. If it is
1 1.69% an anchor chart for something we are learning in class I will make something with the students that is
relevant to them.
In the beginning of my career, I didn't have all the options of buying. I had to make everything. Buying
1 1.69%
saves times.
It depends on the poster, but I don't have time to create everything. I find a lot on
1 1.69%
teacherspayteachers.com.
1 1.69% It saves a lot of precious time!
It saves time and there are so many awesome materials already created. I will create my own if I can't
1 1.69%
find what I need.
1 1.69% Last longer
Many affordable options are available online and you simply download and print. They are much more
1 1.69%
creative and appealing than what I would create!
1 1.69% More visually appealing to the children They are more durable than what I could make.
1 1.69% more visually pleasing than the ones I create
1 1.69% Most are purchased or teacher created and then purchased on a teacher site.
1 1.69% Nicer looking
1 1.69% Not enough time to create them myself and I don't feel like my writing/drawing is very nice and neat
1 1.69% Not enough time to make them
Posters that I purchase usually have more appealing and relevant fonts and graphics than ones that I
1 1.69% would be able to put together. I also prefer using my time to create lesson plans and accommodate
student needs instead of using it to make posters.
1 1.69% Purchased posters are more professional looking and more appealing.
1 1.69% Quality, ease of use.
Quick, easy, more visually appealing than what I could probably make, and longer-lasting
1 1.69%
(sturdy/laminated)
1 1.69% Seem to have better color and more appealing to the kids.
1 1.69% Teacher stores or TPT. Online
1 1.69% Time efficiency
1 1.69% Time saving
Time saving and less costly printing/laminating-wise...do though purchase from Teachers Pay Teachers
1 1.69% because more closely attuned to my curriculum needs, and I value that they are created by teachers who
actually use them in their classrooms.
usually the colors are vibrant, fonts are fun, and the posters I buy are more visually appealing than
1 1.69%
something I can create. Plus it saves time.
1 1.69% Very little time in the classroom for making bulletin board projects
1 1.69% Would like to concentrate on the curriculum instead.
17 10.18% Not purchased (please explain)
Count Percent
1 5.88% As a new teacher, funds are limited. Plus this way I get exactly what I want.
1 5.88% Cost
1 5.88% I can make poster unique for my class with content that they are struggling on.
I create posters or use created ones online that go along with the strategy we are using. I.e. making
1 5.88%
connections.
I feel we get enough posters and signs with curriculum that I don't need to purchase more. I make tons
1 5.88%
of anchor charts and hang those as posters and they cover our walls all year long.
I have a few purchased, but create majority of mine with the students' involvement. I have read research
1 5.88%
that indicates students who help create the posters use the posters more often than purchased ones.
 63

Q2. Do you prefer to buy or create posters for the classroom? Please explain the reason for selecting the answer you did
Cou
Percent
nt
1 5.88% I like to create posters with the class that will be displayed in the classroom and used as resources.
I like to make posters or have students make posters that relevant to what we are learning about. I
1 5.88%
believe student use these posters way more than store bought.
1 5.88% I make posters that are relevant to the lessons I am teaching. I get what I want this way.
1 5.88% I'm all about saving money!
1 5.88% I'm very particular about what I put up.
1 5.88% If there are no funds to buy, I make my own.
1 5.88% Kids don’t seem to need them
Many of the posters I have I do like to create with my students. It is more meaningful to the students. I
1 5.88%
am also able to make sure they have the information that I want.
1 5.88% Students assist to make charts
They are more beneficial and they have information that we are learning about. The purchased posters
1 5.88% have "decorative information" that does not benefit the students. The posters that I have made my hand,
we use a lot of a class. They do not look as "fancy," but they help the students.
91 54.49% Equal number of both (please explain)
Count Percent
Anchor charts created by teacher and student in addition to store bought or printed posters (vocabulary,
1 1.10%
diagrams, maps, etc.).
1 1.10% Buy if a good price, make if can't find one already made.
Buying posters is a time saver and they can add excitement to the classroom! Making posters so I can
1 1.10%
design them they way or want, or say something that correlates with our own classroom.
1 1.10% convenience of purchasing ability to make it what you want it to be with creating
Depending on what I am teaching someone may have already done a great job of having a product that I
1 1.10%
can just use but if not we create one.
For most of my academic posters they are purchased to have the best quality. I like to make some of the
1 1.10%
inspirational, student, or classroom management posters.
Having posters already created saves a lot of time and effort. However, I do enjoy making posters with
1 1.10%
the students. It helps them retain the information.
I appreciate the professional look if purchased posters. Many times I make my own because of cost and
1 1.10%
to personalize the content displayed.
1 1.10% I buy larger ones, however I work with small groups and use "table size" posters.
1 1.10% I buy or order some each year, but I also make some for my classroom
I can search online to find exactly what I need and sometimes I can purchase it and sometimes it is a
1 1.10%
create item from TPT or other source.
I equally buy posters for the room as I create them. I buy posters for motivation and I make the posters
1 1.10%
for the skills in the room that we are learning in that given week.
1 1.10% I hang up pre-made vocabulary and a focus wall. I create charts with my class that I also hang up.
I have both in my classroom but I prefer to make them with my students because that seems to have a
1 1.10%
bigger impact than if I just have purchased posters up in my room.
I have found several posters to purchase, but if I can't find one I am looking for, I make one. Also, I
1 1.10%
include my class when making them.
I have purchased some great posters that fit the needs of my classroom but have also made some for the
1 1.10%
specific needs of my students.
I have some posters that I have purchased premade. I do prefer to make anchor charts with the kids
1 1.10% when teaching; I think making it together helps them realize that the poster is actually something they
can look at and use.
I like both because purchased ones are easier whereas homemade can be made specifically as I like. I
1 1.10%
also include a lot of the students work to help them take ownership.
I like creating some myself because sometimes I can’t find what I want. Others I want to buy
1 1.10% because it looks much nicer then mine. So I choose both . Also I don’t always have the time to
make everything .
I like pre-made ones for ease and Design Elements but sometimes the concepts I want are not available
1 1.10%
therefore I create my own.
I like some posters that I see online or in stores. I also like to create them. This way they look exactly
1 1.10%
how I want them to.
I like the personal posters, as they have a cozy appearance. I like the purchased posters as they can be
1 1.10%
concept specific and they save time.
 64

Q2. Do you prefer to buy or create posters for the classroom? Please explain the reason for selecting the answer you did
Cou
Percent
nt
I like the professional look of many purchased posters, yet also like to personalize visuals so that they
1 1.10% fit the needs of our classroom more directly. It is also a benefit to make my own, when ii feel it will not
be depleting the visual quality, because it is easier on the budget!
I like to buy posters for my classroom that I am going to keep up for the whole school year. If I make
1 1.10%
the posters, they are generally up for a shorter amount of time.
I like to buy things to save time. I like to make my own things to be more tailored to my student's
1 1.10%
needs.
1 1.10% I like to create posters using a mixture of different ideas. I also like to buy cause it is easier:)
1 1.10% I like to create, but have a harder time finding time to do that all the time.
I like to customize some posters during the school year because I only use them for a short time. Posters
1 1.10%
that remain up for the entire school year, I ususally purchase them
I like to do both. Preferably I like to create my posters and have students add to them but sometimes
1 1.10% there is just not time for that in and out of school. Posters are also skill and behaviorally based for my
position.
I like to have kid created, teacher created, and purchased material in the classroom. Some things just
1 1.10%
need to be kid created so they have ownership.
1 1.10% I like to have more student made work than things I have purchased.
I like to put my personal twist on things and make them specific to my students and their interest/needs.
1 1.10% However, I don't always have the time for the ability to make things on my own so I purchase quite a
bit and adjust it to meet my needs and the needs of my students.
I mainly use bought ones, for the fun-ness of them and how organized and neat they look; but if I need
1 1.10%
something specific to what we are studying or learning about - I will definitely make one to hang up!!
1 1.10% I make my own posters for certain things but buy some for others
I normally have posters up that relate to the content we are learning. I have the posters that come along
1 1.10% with our curriculum and some posters I make with the students. It is more beneficial for the students to
be there when writing or creating the poster.
1 1.10% I only create my own if I can't find exactly what I need for my students.
I prefer to buy and create posters for my classroom. I find many posters are easier to for my students if
1 1.10% we customize it to our specific class and grade level. I also use posters such as the boys town posters or
class rules for our district which are purchased.
I prefer to buy posters, because it saves me a lot of time. However, sometimes I am unable to find
1 1.10%
posters that I am looking for, so I create my own.
I prefer to find free posters online or from coworkers and then adjust them to fit the needs of my
1 1.10%
classroom.
1 1.10% I prefer to have a few purchased items and then display children's work
I prefer to have students help create the visuals that are used, however, also use others that are
1 1.10%
purchased.
1 1.10% I purchase and make my own depending on what I find and what I want in my classroom.
I purchase items I know will be useful all year. For instance, I have a "Descriptive Words" poster and
1 1.10% other posters noting Parts of Speech. I like to make some posters with student input. Things like math
strategies go on these posters or Order of Operations.
1 1.10% I purchase materials on TPT that I use in the creation of posters/anchor charts in my classroom.
I purchase ones I can use year after year, such as shapes, abc, and numbers posters. I make posters that
1 1.10% are specific to the class or that the class helps me write such as an "A" poster with words that begin
with an A.
I sometimes prefer to purchase posters for my classroom because they look professional, and may cover
1 1.10% content better than I can explain. I sometimes also prefer to make signs if I fully understand the material
of what I want to teach and can effectively draw/write what I need.
I use purchased posters and materials more as classroom decor, but together with students develop a lot
of posters/anchor charts as reminders for certain things in our classroom or for lessons. Together with
1 1.10%
my Kindergarteners, we developed an anchor chart poster with the three ways to read a book and
another as a reminder how to read the RIGHT way. These are posted all year in our reading center.
I used to make so many of my materials, including posters and bulletin board displays, because at the
time I started teaching, there were not teachers' stores in the area to purchase them. We have had a
1 1.10% couple of different stores open and close in Aberdeen, so I did purchase things to display if I found
something I really liked. However, some of my favorite bulletin boards were the ones I made long ago,
and I still use them because the kids really like them.
 65

Q2. Do you prefer to buy or create posters for the classroom? Please explain the reason for selecting the answer you did
Cou
Percent
nt
I usually buy posters that go with a certain season to decorate windows or a bulletin board, but I design
1 1.10%
my own posters to cover material learned in class.
1 1.10% I usually buy posters, but have made several for my classroom on the computer as well.
I will buy if it is something that will benefit the class, I will make if the need arises that a skill needs to
1 1.10%
be evident in the room and I do not have anything available.
If I can find a poster that will work for my students, I buy it, otherwise I make my own. Many posters
1 1.10% are not laid out the way my students need them, might be too small or too large, or have too many
words or pictures.
If I can find something that meets my needs/subject area I buy first every time. It is a time/quality
1 1.10%
factor. If I make my own it is because I couldn't find what I was looking for.
If I find something that is already made...great! Otherwise I prefer to make the poster to fit the needs of
1 1.10%
my classroom.
1 1.10% If I have time, I like to create my own otherwise I find what I need on the internet.
1 1.10% If the posters are cheap I will buy them. Although, I have made quite a few on my own time.
It always depends what I am using the posters for. It is always easier to buy a poster for decoration but
1 1.10% sometimes I need the poster to say something specific to my classroom such as anchor charts or specific
rules posters.
It depends on if I can find what I am wanting to display. If it is larger than what I can print on a paper
1 1.10%
then I will purchase.
1 1.10% It depends on the materials I have - I like to make my own to cut down on costs.
1 1.10% It depends on what I am trying to create.
It depends what the poster is for. If it's an anchor type chart, I make them. If the poster is a motivational
1 1.10%
poster, I tend to buy them. Also, it depends how much time I have.
It honestly depends on the time I have available. If I have time I like to make my own, that allows me to
1 1.10% use common language throughout my teaching. If I don't have time to create my own I often will buy
some to save time.
1 1.10% mostly because time is not always something you have so buying them sometimes is a must.
Not everything that can be purchased goes along perfectly with curriculum. Sometimes making your
1 1.10%
own is necessary.
Now, with Teacher Pay Teachers I am able to buy teacher made posters. I feel that both are great for
1 1.10%
visuals (I am not an artist).
Posters purchased from curriculum so they show what we are teaching with familiar pictures. Posters
1 1.10%
we have made using children input so they can relate tho them.
1 1.10% Purchase- standard information Create- content our class has discussed together
Purchased posters are great for motivation/character, but I also like to create my own for specific topics
1 1.10%
we are teaching/learning so they relate specifically to content.
1 1.10% Some i can find and love others I have to make
Some of the posters are purchased but if I can't find one I am looking for to use in my classroom, I
1 1.10%
make them.
Some posters are easier to just buy because it saves time. Other posters need to be bought in order to
1 1.10%
have all the information located on them.
1 1.10% Some posters that I have found are no longer for sale so I have made them.
Some that are purchased have great messages and awesome designs/pictures, etc. Others I like to make
1 1.10%
to reflect things we are currently talking about or learning about.
1 1.10% Sometimes I buy because of the time factor. Other times I like to create.
Sometimes I think the students get more when we create the posters ourselves but time doesn't always
1 1.10%
allow this to happen, so that is why in other cases I like to buy posters.
Sometimes it is easier to find one I like online and then create it myself instead of purchasing and
1 1.10%
waiting for it in the mail.
Sometimes, being in special education, I can not find posters that cover the topics I need. Also,
1 1.10%
sometimes the topics I need are typically covered at a lower level, so the posters are elementary in style.
1 1.10% Sometimes, I prefer to make my own, because of the font of the letters or numbers.
Store bought are sturdier and usually stay up all the time. Anchor charts are made with and by the
1 1.10%
students to help them connect to the information.
The bought ones look nicer and last longer. Sometimes I can't find posters how I would like them, so I
1 1.10%
make my own.
 66

Q2. Do you prefer to buy or create posters for the classroom? Please explain the reason for selecting the answer you did
Cou
Percent
nt
The posters I create for my classroom are made for a reason. They could be for a bulletin board or a
1 1.10% specific concept I am teaching in which I am unable to find a poster. I also like to purchase posters
because many of them are affordable and eye-catching.
The posters I purchase are the thought inspiring type that helps to set the tone for the classroom.
1 1.10% However, the non purchased posters that I make reflect ideas or concepts that pertain to specific
concepts or key phrases that we are doing in our room.
There are times when I love the posters that I can buy, but there are times, where the ones that I make
1 1.10%
are more helpful for what we are learning.
1 1.10% Time saving with purchasing. Customizing and money saving with making my own.
1 1.10% To save on time I purchase, but if I cannot find the content I need I create.
We have a theme, so it is nice to be able to personalize it to the theme. Purchased ones are good, as
1 1.10%
well.
When possible, I prefer to have my students help with the creation of items. This way, the students have
more buy in and they can be formatted to the specific needs of the students.. At times though, it is easier
1 1.10%
and quicker to purchase items in order to save time. I often have a lot on my schedule being a resource
room teacher, so it is difficult to find time to create everything.
167 Respondents

Q3. Is your classroom an open classroom without a door or less then four walls? If yes then explain how this affects your
ability to post posters or decorate your classroom
Cou
Percent
nt
23 13.77% Yes (please explain how this affects your ability to post posters or decorate your classroom):[
Count Percent
Having an open classroom doesn't affect the ability to hang posters too much. When it comes time for
1 4.35% state testing, posters will need to be taken down not only for your own students, but other students who
may be able to see into your classroom.
1 4.35% I can only place posters on two walls.
1 4.35% I do not have doors but this does not limit how I can decorate greatly.
I do not have much wall space. I have to hang posters on the small amount of wall I have at the top of
1 4.35%
my classroom or hang on doors, cabinets, or ends of lockers.
1 4.35% I doesn't really affect my ability to decorate.
1 4.35% I don't have a door but do have 4 walls. I have no problem hanging posters.
I have about 20 feet of actual wall in my classroom; the rest is open. This makes my wall space
1 4.35%
extremely limited for posters, visuals, or places to hand student work.
I have gotten very creative in hanging posters, etc., as one whole wall is lockers in my room. A 2nd
1 4.35% wall has the smartboard and a dry erase board. I hang things high and low to make the most of my
spaces.
1 4.35% I have two open areas for doorways, but I still have bulletin boards and wall space to use for display.
I have windows above my board that I don’t really feel like I can post anything up on. As well as I
don’t have a fourth wall. I’m very limited on space on the walls. I have a lot of bulletin boards
1 4.35%
but still don’t feel like I have a lot of space for posters. In fact, the ones that I make I don’t
really even have a spot to display them. They are on the side of filing cabinet.
1 4.35% I may have to rotate posters displayed to coincide with what is being taught.
1 4.35% It has limited wall space, although it has a door.
It's not an open classroom but it is a resource room shared by several teachers so I have corner of the
1 4.35%
room and a whiteboard partition. This means I have very limited space for the posters I put up.
1 4.35% Lack of space
Mine does have a door and four walls, but most of my walls in my room aren't able to display posters or
decorations. The north side is covered by white board. The east side is all windows, except a small
bulletin board. The south side is one-way glass; I have an observation room for the University in town.
1 4.35%
There is a little space on the south wall, but most of it is closets for the students' bags and coats. I have
VERY little space in my room for posters or decorations. If there is room, it is at an inconvenient spot
or very small above or below something else.
My classroom does not have a door. I thought it would be quite challenging but I have found that it's
1 4.35%
not that bad. We have little space but we make the most of it.
 67

Q3. Is your classroom an open classroom without a door or less then four walls? If yes then explain how this affects your
ability to post posters or decorate your classroom
Cou
Percent
nt
My room doesn't have a door or four complete walls. I am limited as to what I can hang up in my
1 4.35% classroom because of the type of walls that I have. One of my walls is retractable and has joints that I
cannot hang things on. I also don't have a door, so no door decorating can be done.
1 4.35% No affect on decoration
1 4.35% This doesn't affect posting any posters etc.
We don't have walls that go all the way up to the ceiling, but I have wall on all four sides. It doesn't
1 4.35%
affect my poster hanging. It would if I didn't have tall walls for open classroom.
We have partial walls, so our wall space is limited to hang posters. I find ways to hang them up, but
1 4.35% often times the posters have to hang really high in the classroom and I feel like it is out of eye sight for
some of the kids.
Yes, I have no door to my room but the walls are mostly intact. There are 2 spots on each side of my
1 4.35%
room where the wall is not complete. This tends to make me be picky about what I put up.
Yes, it has been difficult to find adequate space to post things around my room. It is a fire hazard to put
charts/posters around my room in certain places. But I did manage to create a "anchor chart area" in my
1 4.35%
classroom. That will allow my students to know exactly where to look if they need help or a little
reminder.
144 86.23% No
167 Respondents

Q4. How long have you been teaching for?

Count Percent
33 19.76% 0 to 4 years
35 20.96% 5 to 9 years
57 34.13% 10 to 19 years
42 25.15% 20 years or more
167 Respondents

Q5. Please list the name of the school you teach at.
Cou
Percent
nt
165 100.00%
Count Percent
165 Respondents

Q6. Select the Grade(s) you teach

Respondent Response
Count
% %
54 32.34% 18.00% Kindergarten
46 27.54% 15.33% First Grade
52 31.14% 17.33% Second Grade
58 34.73% 19.33% Third Grade
46 27.54% 15.33% Fourth Grade
44 26.35% 14.67% Fifth Grade
167 Respondents
300 Responses

Q7. What core subject do you feel most confident teaching?

Count Percent
75 44.91% Math
 68

Q7. What core subject do you feel most confident teaching?

Count Percent
83 49.70% Language Arts
7 4.19% Social Studies
2 1.20% Science
167 Respondents

Q8. What core subject do you feel least confident teaching?

Count Percent
25 14.97% Math
27 16.17% Language Arts
41 24.55% Social Studies
74 44.31% Science
167 Respondents

Q9. What subjects are displayed on the bulletin boards in your classroom? (Select all that apply)
Respondent Response
Count
% %
134 80.24% 36.91% Math
152 91.02% 41.87% Language arts
49 29.34% 13.50% Social studies
28 16.77% 7.71% Science
167 Respondents
363 Responses

Q10. Are the posters grouped by subject categories in your classroom? Example: All the science posters are organized in one
area and math in another area.
Cou
Percent
nt
83 49.70% Yes
69 41.32% No
15 8.98% Other if you have a different way you organize posters
Count Percent
A lot of visuals are grouped in our learning centers, but I show how the subjects go together in the
1 6.67%
learning area of the classroom.
1 6.67% By sports or Units
I have the most important posters for learning up front, these are the posters that the students would
1 6.67%
need to refer to or look back at the most. I have a couple other posters around the room.
I picked yes, because if I did have many posters up I would group them in sections. That way students
1 6.67% are able to just look in one place for the science posters and so on. (I am in a resource room and don't
have many posters up at all)
It is a music classroom, so posters are mostly music and all mixed together—if they happen to touch
1 6.67%
on math (counting) or social studies (interpersonal/bible)
1 6.67% It is based on where the children will be sitting when a particular poster is being used.
1 6.67% Kind of—- depends on space avaiable
Most are grouped but some are placed in a different spot away from the group because of visibility
1 6.67%
from student work areas.
My posters are usually hung up when I am teaching a specific concept. Then I change them or add to
1 6.67%
them when we move to another concept.
1 6.67% Not very many posters.
1 6.67% Skill and emotional based posters are grouped based on groups that I am seeing.
They go up with whatever lesson I am teaching. They stay up for however long I am teaching that
1 6.67%
lesson or put up when I need review
 69

Q10. Are the posters grouped by subject categories in your classroom? Example: All the science posters are organized in one
area and math in another area.
Cou
Percent
nt
They sort of are. Things that go together are near each other. I wish I had more space for truly subject
1 6.67%
specific walls.
1 6.67% Typically, besides a social skills board,
167 Respondents

Q11. What type of poster do you think is most important to include in your classroom?
Count Percent
83 49.70% Procedural
35 20.96% Rule-based
49 29.34% I am not sure
167 Respondents

Q12. Do you prefer to buy or create posters for the classroom?

Count Percent
59 35.33% Purchased
19 11.38% Not purchased
89 53.29% Equal number of both
167 Respondents

Q13. Where do you purchase or find ideas to create the posters or visual components in your classroom? (Select all that
apply)
Cou Respondent Respo
nt % nse %
32.20
151 90.42% Teachers pay teachers
%
44 26.35% 9.38% Scholastic
12.37
58 34.73% School specialty website
%
26.87
126 75.45% Pinterest
%
10.45
49 29.34% Google
%
41 24.55% 8.74% Other (please specify):
Count Percent
1 2.44% Curriculum guides
1 2.44% All over - stores, online, teacher specialty, etc.
2 4.88% Amazon
1 2.44% boardmakershare.com
1 2.44% Carson Delosa
1 2.44% Catalogs
1 2.44% Classroom connections
1 2.44% Colleagues
1 2.44% Create my own
1 2.44% Curriculum
1 2.44% I have ideas myself, too, that turn into posters
I purchase a lot of my teaching posters/visual components from a teacher store in Sioux Falls, The
1 2.44%
Teacher's Helper.
1 2.44% I use our standards to make posters that are helpful to my students.
2 4.88% Instagram
 70

Q13. Where do you purchase or find ideas to create the posters or visual components in your classroom? (Select all that
apply)
Cou Respondent Respo
nt % nse %
Instagram--teachers on there are so creative! I find a lot of neat ideas and things I want to try or
1 2.44%
implement in my room.
1 2.44% Lakeshore
Many of my posters are general, like study skills, homework rules, or language arts rules for writing or
1 2.44%
grammar. But I also like to have holiday and decorative things displayed.
1 2.44% other catalogs/resources, classroom curriculum resources
1 2.44% Other educators' classrooms
1 2.44% other teachers
1 2.44% Other teachers
1 2.44% Other teachers are also great resources
3 7.32% Really Good Stuff
1 2.44% School supply catalogs
1 2.44% Some posters are based on topics we have been discussing in class.
1 2.44% Teacher Accounts via Instagram
1 2.44% Teacher blogs that I follow, Instagram, Twitter
1 2.44% Teacher direct catalog
1 2.44% Teacher store in town
1 2.44% Teacher stores
1 2.44% Teacher stores (Sioux Falls)
1 2.44% Teacher Stores and magazines, such as Trend and Carson-Dellosa.
1 2.44% Teacher stores in Sioux Falls.
1 2.44% Teacher supply store
1 2.44% Teacher supply stores
1 2.44% Teaching Stores
1 2.44% workshops
167 Respondents
469 Responses

Q14. Does your school have a school-wide theme?

Count Percent
72 43.11% Yes
95 56.89% No
167 Respondents

Q15. Do you incorporate the school theme in your classroom?

Count Percent
76 45.51% Yes
91 54.49% No
167 Respondents

Q16. How regularly on average are the posters and pictures changed in your classroom?
Cou
Percent
nt
13 7.78% Every 1 to 2 weeks
32 19.16% Every 1 to two months
14 8.38% Half a year
50 29.94% Once a year
58 34.73% Other please explain
 71

Q16. How regularly on average are the posters and pictures changed in your classroom?
Cou
Percent
nt
Count Percent
1 1.72% Added as we need them for resources, but not necessarily taken down until testing time.
1 1.72% After school year.
Anchor charts and procedural charts are left up all year to be referenced throughout the year. I put up
1 1.72%
very minimal season decorations. I decorate the outside of my classroom door with a seasonal wreath.
Anchor charts/posters go up during the unit of learning and come down either when I need room for
1 1.72%
something else or at the end of the year before standardized testing begins.
1 1.72% As a new concept or standard is taught, I create/buy a poster that will help the students with recall.
1 1.72% As needed. Many stay up for reference.
1 1.72% As new standards are taught
Centers, schedules, and helpers change daily, guided reading area changes based on letters, HFW, and
1 1.72%
skills introduced. Anchor walls and bulletin boards change monthly with units, seasons, theme, etc,
Decorations are put up in the beginning of the year and do not change through out the school year at all.
1 1.72%
Anchor charts are added only when they are releavant to what is being learned at the time.
1 1.72% Depends on subject. Classroom expectations stay - math board items stay - reading changes per story
1 1.72% Depends on the poster. Some moved more often than others.
1 1.72% Depends on what new content, procedure, or rule I want to display and when.
1 1.72% Depends. Some stay up all year. Others I switch out depending on topic and often season.
1 1.72% For he's I like to have posters that can remain up throughout the entire school year.
For years, I used to change them monthly. However, after about 13 years of doing this, I decided to see
just how much the students payed attention to what was displayed on the bulletin boards. At the
beginning of each month, I changed the bulletin boards, so the day after I changed them, I had my
students write down what was displayed on the bulletin boards, and they couldn't remember. So it was
1 1.72% then that I decided to make a change. My language arts bulletin boards are displayed all year - these
posters display the parts of speech, types of sentences, and types of punctuation. My math bulletin
board changes with each chapter to reflect the vocabulary terms and concepts we are studying. The
reading bulletin boards are changed as we study different subjects, such as context clues, story
elements, etc. My social studies and science change as we study various topics.
Holiday bulletin boards and decor are changed monthly. Other things like my hundred chart, calendar,
1 1.72%
and grammar rules are there for the whole school year.
1 1.72% I add and eliminate posters as concepts are mastered and new material is introduced.
1 1.72% I add posters as we start new units/ concepts. Sometimes daily. I leave them up all year.
1 1.72% I change my focus wall weekly and my math vocabulary after each chapter.
1 1.72% I change some posters depending on the unit I am teaching at the time
I currently don't have posters in my room. This is because my room is too small and we are just starting
1 1.72%
to get installed SMARTboard and a bulletin board.
1 1.72% I depends on what we are currently working on and how the behavior in the room is continuing.
1 1.72% I have procedural, informational, etc.. posters that I leave up year around
1 1.72% I keep posters up all year long
1 1.72% I leave most posters but all year, and then add new ones as I introduce a new concept.
I make the posters with the kids and they usually stay up all year. We are running out of space by the
1 1.72%
end of the year.
I rarely change out posters, other that specific classroom seating arrangements and behavior
1 1.72% charts...because students are not there much of the school week and we build on the same main
concepts throughout the 5 years I teach students.
I teach special education, I have a variety of posters for different age students that I change on as as
1 1.72%
needed basis.
1 1.72% I try to have posters in my room that we will reference the entire year.
I typically do not change the posters until the following school year. However, I add things as we learn
1 1.72%
them. (ie: sight words, colors, numbers, daily five expectations, rules, hand signals, etc)
1 1.72% It depends on the pace of the learning. Anywhere from 2 weeks to 2 months.
1 1.72% It depends on the poster. Some are displayed all year long while others are changed every 1 to 2 weeks.
It depends on the poster. Some are up for the entire year (classroom rules), while others we changed or
1 1.72%
added to according to the skills we are working on (word wall, phonics skills).
1 1.72% It depends on what it is-some stay up all year and some I only have up while we're learning that subject.
It depends why the poster/visual is there and how often it is used. For example, if it is used toward the
1 1.72%
end of the year, it doesn't get put up until that concept is taught.
 72

Q16. How regularly on average are the posters and pictures changed in your classroom?
Cou
Percent
nt
Many of the posters we create stay up for the year so students can refer back to them. I do change out
1 1.72%
my posters that describe our objectives for the week.
1 1.72% Math changes every unit.
1 1.72% Monthly or when units are over
1 1.72% Most do not change during the year, but the Language arts follow with the skills and change each week.
Most of the posters on the walls stay up all year. They are mostly social skills, hundreds chart,
1 1.72%
calendar... If a need arises, it gets added, but most things stay up all year.
1 1.72% Most posters stay the same year to year because I am teaching the same things.
Posters are added as things are needed, but I do not change them once they are up. I take them down at
1 1.72%
the end of the year and then begin again at the start of the year adding the things we are learning about.
Posters that are about rules of procedures stay up all year. Others regarding certain topics are changed
1 1.72%
out often as we study different things.
1 1.72% Seasonal posters and monthly posters (calendar). All other posters are changed once a year
1 1.72% Some are changed often or added to and others are up for the whole year
Some are left up all year. Some that support the current unit of study are changed after moving on to a
1 1.72%
new unit of study.
1 1.72% Some are not changed but once per year and others are changed weekly or monthly.
Some of them are changed once a month like calendar. some are left up all year such as birthday,
1 1.72%
numbers, rules and alphabet.
Some posters are created near the beginning of the year and then displayed all year. Others are created
1 1.72%
and posted for a unit that we are working on and then changed with each unit.
1 1.72% Some posters are up all year, others are changed based on the unit/focus of study.
1 1.72% Some stay all year, others change weekly.
1 1.72% Some stay up all year and others are changed with the introduction of new skill or theme.
Some stay up year around, others are associated with a chapter we are on, in science or social studies
1 1.72%
for example, and will change after that chapter is finished.
1 1.72% Some stay up year round ... others change monthly
The bulk of it is done once a year with new theme and the majority of posters that are up all year. I also
1 1.72%
add posters as we cover subjects so that they are applicable at the time and fresh for the students to see.
The calendar bulletin board gets changed each month. I change the Language Arts vocabulary words
1 1.72% every 1-2 weeks when we get a new set of words. The math vocabulary bulletin board changes each
time we begin a new unit. Other than that, most other posters stay up all year.
This is a special education classroom. So the rate of change depends on the rate of learning of my
1 1.72%
students.
1 1.72% varies depending on the type of poster
167 Respondents

Q17. What percent of the posters or pictures in your classroom are changed within a school year?
Count Percent
87 52.10% 1 to 24 percent
46 27.54% 25 to 49 percent
25 14.97% 50 to 74 percent
9 5.39% 75 to 100 percent
167 Respondents

Q18. What percent of your classroom is covered with posters and visual components?
Count Percent
30 17.96% 0 to 24 percent
58 34.73% 25 to 49 percent
61 36.53% 50 to 74 percent
18 10.78% 75 to 100 percent
167 Respondents
 73

Q19. Do students need teacher instruction to be able to understand the posters and visual components in your
classroom?
Count Percent
60 35.93% Yes
107 64.07% No
167 Respondents

Q20. Do you feel a more decorated classroom provides a better learning environment for students?
Count Percent
100 59.88% Yes
67 40.12% No
167 Respondents

Q21. Do you think the colors of the posters and visual components in the classroom affect stimulation levels of the
students?
Count Percent
11 6.59% Doesn't affect the students
59 35.33% Slightly affects the students
87 52.10% Affects the students
10 5.99% Extremely affects the students
167 Respondents

Q22. Which of the following color schemes do you prefer?

Count Percent
81 48.50% Warm colors
63 37.72% Cool colors
7 4.19% Dark colors
16 9.58% Neutral colors
167 Respondents

Q23. Are you allowed to select the paint color of your classroom?
Count Percent
19 11.38% Yes
148 88.62% No
167 Respondents

Q24. Select the locations that posters and visual components are displayed in your classroom. (Select all that apply)
Cou Respondent Respo
nt % nse %
46.86
164 98.20% Walls
%
28 16.77% 8.00% Windows
33.14
116 69.46% Doors
%
20 11.98% 5.71% Ceiling
22 13.17% 6.29% Other (please specify):
Count Percent
1 4.55% bullentin boards
1 4.55% bulletin boards
1 4.55% Bulletin boards
1 4.55% cabinetry
 74

Q24. Select the locations that posters and visual components are displayed in your classroom. (Select all that apply)
Cou Respondent Respo
nt % nse %
2 9.09% cabinets
1 4.55% Cabinets
1 4.55% cabinets and I have all my bins labled with cute woodlin creatures
1 4.55% cabinets, bins, and shelves
1 4.55% Cupboard doors
2 9.09% cupboards
1 4.55% Cupboards
1 4.55% cupboards, and bulletin boards
1 4.55% File cabinets, my desk, cabinet doors,
1 4.55% Free standing Whiteboards, dividers, cabinets
1 4.55% front of cabinets
1 4.55% Hallways behind the door and above the lockers
1 4.55% I have a word wall on my wood cabinets
1 4.55% Some art is hung from the ceiling.
1 4.55% White board
Windows would have some art work and some left blank for looking outside. I don’t have any
1 4.55%
windows unfortunately .
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