About the Author

Dan Rothstein and Luz Santana are codirectors of The Right Question Institute (RQI). They have more than twenty years experience at RQI, designing and implementing innovative, participatory educational programs and curricula. Prior to his work with RQI, Rothstein developed and implemented education programs in Kentucky, Massachusetts, and Israel. Santana is a former advocate for low-income parents and families. Dan Rothstein and Luz Santana are codirectors of The Right Question Institute (RQI). They have more than twenty years experience at RQI, designing and implementing innovative, participatory educational programs and curricula. Prior to his work with RQI, Rothstein developed and implemented education programs in Kentucky, Massachusetts, and Israel. Santana is a former advocate for low-income parents and families.

Reviews

"[The authors] provide . . . an inspiring vision of education at its best and an extraordinarily clear, low-tech, practical intellectual tool for turning that vision into reality." --from the foreword by Wendy D. Puriefoy, president, Public Education Network

"As the title of this book indicates, Dan Rothstein and Luz Santana believe that education can be transformed if students, rather than teachers, assume responsibility for posing questions. This idea may sound simple, but it is both complex and radical: complex, in that formulating good, generative questions, and being prepared to work toward satisfactory answers, is hardly a simple undertaking; and radical, in the sense that an apparently easy move can bring about a Copernican revolution in the atmosphere of the classroom and the dynamics of learning. The authors modestly quote physicist Niels Bohr who once said, 'An expert is someone who has made all possible mistakes in a field and there are no more to be made.' In reading this powerful work, I was reminded of what Albert Einstein said, when he learned of Jean Piaget's pioneering questioning of young children: 'so simple only a genius could have thought of it.'" -- Howard Gardner, The John H. and Elisabeth A. Hobbs Professor of Cognition and Education, Harvard Graduate School of Education

"The protocols described in this book are easy to follow and adaptable to a variety of classrooms and subjects. These simple strategies can lead students to go into more depth in their learning and stretch the standard curriculum beyond the textbook. Students' energy, motivation, and perseverance increase noticeably when they have more ownership of the topics they are studying." -- Hayley Dupuy, sixth-grade math and science teacher, J. L. Stanford Middle School, Palo Alto, California