ABSTRACT
Additionally, we constructed a teacher self-report instrument that measures the degree of transmissionist/connectionist practice teachers say they used in each classroom. Validation of these newly constructed instruments using Rasch Measurement suggested robust measures. In particularly we found that students whose teachers self-reported as connectionist were better disposed to choose mathematically demanding courses in HE, although there was no significant relationship found for hard outcome measures (see Pampaka et al. 2008).
