ABSTRACT
This book focuses on how and why people make the choices they make as they engage in a wide range of knowledge-intensive activities. A main emphasis is on studies of teaching, my goal being to offer a theoretical account of the (not necessarily conscious) decisions that teachers make amid the extraordinary complexity of classroom interactions. A full theoretical account of teaching would characterize not only the “big” decisions such as the structure of a lesson, but the small ones (for example, how the teacher will answer a particular question) as well. I believe that if you can fully explain decision making during teaching, then you can explain decision making in just about any knowledgeintensive domain.
