Schoenfeld, A. H. (2014). What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them?

Schoenfeld's theory of problem solving

p.405  If one seeks the reason(s) for someone’s success or failure in a problem-solving attempt in any knowledge-rich domain, the cause of that success or failure will be located in one or more of that person’s:

a. domain-specific knowledge and resources,

b. access to productive “heuristic” strategies for making progress on challenging problems in that domain,

c. monitoring and self-regulation (aspects of metacognition), and

d. belief systems regarding that domain and one’s sense of self as a thinker in general and a doer of that domain in particular (in more current language, one’s domain-specific identity).

Schoenfeld, A. H. (2014). What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined. Educational Researcher, 43(8), 404–412. doi:10.3102/0013189X14554450