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ERIC Number: ED283828
Record Type: Non-Journal
Publication Date: 1987-Apr
Pages: 9
Abstractor: N/A
ISBN: N/A
ISSN: N/A
The Purpose and Significance of the NASSP Learning Style Profile.
Keefe, James W.
A cognitive processing model was adopted by the task force developing the National Association of Secondary School Principals' (NASSP) Learning Style Profile (LSP). The LSP contains 23 independent scales representing four higher order factors: cognitive skills; perceptual responses; study preferences; and instructional preferences. The subscales are: (1) analytic skill; (2) spatial skill; (3) discrimination skill; (4) categorizing skill; (5) sequential processing skill; (6) memory skill; (7) visual perceptual response; (8) auditory perceptual response; (9) emotive perceptual response; (10) persistence orientation; (11) verbal risk orientation; (12) verbal spatial preference; (13) manipulative preference; (14-17) study time preference (early morning, late morning, afternoon, or evening); (18) grouping preference; (19) posture preference; (20) mobility preference; (21) sound preference; (22) lighting preference; and (23) temperature preference. Students' results on the LSP should be useful in determining the type of instruction which is most beneficial for each individual. (GDC)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: National Association of Secondary School Principals, Reston, VA.
Identifiers - Assessments and Surveys: Learning Style Profile (NASSP)