About

LarryI am a former high school social studies teacher (14 years), district superintendent (7 years) and university professor (20 years). I have published op-ed pieces, scholarly articles and books on classroom teaching, history of school reform, how policy gets translated into practice, and teacher and student use of technologies in K-12 and college.

My most recent research projects have been a study of school reform in Austin (TX) 1954-2009 and of a large comprehensive high school in Mapleton (CO) being converted into several small ones between 2001-2009. The Austin book, As Good As It Gets,  and the Mapleton study entitled Against the Odds (with co-authors Gary Lichtenstein, Arthur Evenchik, Martin Tombari, and Kristen Pozzoboni) were published in early 2010. Jane David and I have just finished a second edition of Cutting through the Hype that was published in late 2010.

Since then, I have completed a two-year study of a high school where teachers and students have had 1:1 laptops since 2004. I have written vignettes of teachers and other aspects of the study and posted them from time to time on this blog. Those blog posts and other reform-driven efforts to alter how schools work and how teachers teach (e.g., curriculum changes, and the accountability movement) have been published in 2013 as Inside the Black Box of Classroom Practice: Change without Reform in American Education.

106 responses to “About

  1. Larry:

    Appreciated receiving blog and article on turning aroung high schools. I’ll look forward to future articles. Regards, Art

  2. I found a reference to this post via a twitter comment this evening. The person had commented on one of my tweets looking for literature for environmental literacy. The book I am reading for one of my final grad courses this semester is Teachers and Machines. We are having a rich debate over your observations and also some uncomfortable “ah hah’s.” I find it hopeful that you are still studying education and educators. Not all of us can be replaced by machines – some of us maybe need to be but I think that is your point, or at least one of them. Great seeing you here.

    My professor is currently in Holland, I reside in Asheville, NC, and my school is in Boone, NC. Technology has made my course possible but the people behind the technology make it real and valuable to me. Education has a new face.

    I will keep watching you here.
    Many thanks, Lorraine

  3. Mina

    Dear professor Cuban,

    My MA thesis was on characteristics of teaching in 1:1 classes (year 6,7) during the first and part of the second year initiative. This year the project started its fourth year yet the teaching materials and teaching practices were hardly changed in compare to the first year. My assumption is that we are still thinking about the potential yet expecting that the educational team will be the analysts, the integrators, the users, sometimes the content creators and always teachers of technology all at the same time.
    This initiative is outside of the U.S.

    I found your November 12 post very interesting.
    Looking forward to read your observations on 1:1 4th year.

  4. Larry:
    Great blog! While I am a huge advocate for more aggressive efforts to create more effective schools, and the smart use of technology to facilitate student engagement, etc. as part of that process, so much of the discussion of educational technology has a faddish, “fan boy” quality. I really appreciate your hard headed realism and am looking forward to your book.

    Joel

  5. Great blog! Thank you for the ongoing mentoring and inspiration for mine!

    GW, Jr.

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  7. Will

    Hi Larry – I read your recent piece that put up on a Washington Post blog, and have looked through your blog. I enjoy reading about your views on DC education, and ed reform in general. I saw in your bio in the post that you taught at Roosevelt – that’s the school I currently work at. I wonder what your experience was like in the district – and what Roosevelt was like back then. I’d also be interested in how the research on the 1:1 program is going – we currently have 14 working computers in our computer lab, all of them more than three years old. I’m going to continue to follow you, and I’d like to invite you back to Roosevelt any time you’d like to stop on by.

    • larrycuban

      Hi Will,

      I taught at Roosevelt 1970-1972 (well before there was a computer lab there) and then left for Stanford to get my doctorate. The years at Roosevelt teaching in the social studies department worked out well for me except for occasional tangles with the principal at that time.

      As for the 1:1 school I have been looking at for two years I have collected a mountain of data but have not yet analyzed all of it. That is my next major project.

      I appreciate the invitation, Will, and may take you up on it the next time I am in D.C.

  8. Larry, I’ve enjoyed reading your blog and your book, “How Teachers Taught”, during my sabbatical. I am researching the future of e-textbooks, e-readers and online reading material. I offer you my lightly-trafficked blog as a token of my gratitude.
    Alex

  9. Ramiro Zuniga

    As a former public school administrator (19 years) working mostly in the area of administrative technology, I frequently questioned the value of some of the instructional technology practices and descisions that I have witnessed.

    As a doctoral student, I completed a study of teachers’ perspectives of computer technology integration into the public school classroom and found similar findings to those that you have shared over the years.

    I have just completed my first year as a Lecturer teaching a masters level technology course. Know that I consider your work to be a tremendous resource to me and others in the educational field.

    I was delighted to find this blog.

    Keep up the great work!

  10. Larry, I’m your latest fan. I read your book “As Good As It Gets” and found myself nodding my head in agreement quite often. I’m glad I found your blog. I’ve also been posting exerpts from your book on my blog http://www.carmenk12.com

    Thank you for your work and sharing.

  11. hi Larry — Thought you’d like to see Osman Rashid, the founder and CEO of Kno’s reference to your article in his recent Huffington Post op ed.

    http://www.huffingtonpost.com/osman-rashid/technology-in-the-classro_1_b_705736.html

  12. F. Beryl Kohl

    I’m trying to figure out at which school district you were superintendent. I taught in Arlington County Public Schools in 1972-1976, but lived in the Washington DC area where I was exposed to Alexandria City, Montgomery Co., District of Columbia, and Prince Georges County Schools.

    I am taking a graduate course in The Foundations of Education and in one of our readings by A.R. Sadovnik related to the history of education, you are referenced as observing “a somewhat ironic pattern of cycles of reform about aims, goals, and purposes of education on one hand, and little change in actual classroom practice on the other hand.”

    When you name was quoted, it struck a note of familiarity to me, but I’m having difficulty figuring out which school district you were at. I was also in Southern California until 1970.

    From your biography, it appears you are having a meaningful career of continued key observations.

  13. Dr. Cuban,
    I just read your Underused and Oversold book as part of my review of the literature for my research paper. I have also come across your name in several studies that I am incorporating into the paper. I have elected to learn more about the integration of technology and its impact on teaching practices or vice versa. Many of the studies I read have left me asking more questions. I look forward to reading more of your books and studies especially since the school I am at has just begun a 1:1 netbook initiative. Your study on that school that has been 1:1 since 2004 interests me. Thank you for continuing to share your wisdom, expertise, and research. You are an asset to the profession.
    Thanks,
    Barbara

  14. Dear Larry,
    I am writing from Bhubaneswar, Orissa Province, East India, where I will be living for the next four months as a Fulbright Distinguished Teacher. I found your powerful and inspiring blog while conducting my research here and it is a joy to read. I am here to train master teachers and student teachers at the Research Institute for Education, one of 7 such institutions the Indian govt. estb’d to improve teacher training and instruction and student performance. My emphasis is on teaching skills within history classes that help students gradually develop expertise in reading, writing, reflecting and effectively debating political controversies. The goal is to strengthen civic discourse among the citizens of both the US and India, the two biggest, most diverse, crazy quilt democracies in the world. So far, this opportunity has stretched me in ways I never thought possible (NOT a Yoga reference). I hope to be in touch with you via the internet; you remain very important to me, among the many reasons is that you directed me to Brown and Ted Sizer back in the 80′s which offered me a foundation that is still rock solid and keeps me fiesty and fighting for our country’s children. Warm regards to you and the ‘girls’.
    Louise

  15. Gilbert A. Diggs

    Hello Larry,

    I was delighted to find your article. I am in discussion with some educators about this subject and you article summarizes very well what I want to say. Congratulations for old times and now.

    Take care and best wishes .

    Gilbert Diggs (Model School Division) Region V, DC School System

  16. George Gordon, Ed.D.

    Hi Doc.
    What ever happened to that shop teacher at Cardozo who had many wild ideas concerning education of inner city youth?
    Well, he opened the largest Graphic Arts School in the metro area (Lemuel A. Penn Center, Career Development Center) in the 70′s and finish his tour of duty as the director, of the DC Apprenticeship School before retiring.
    In addition, he taught classes at Trinity College and used one of your books during the semester.
    He was the Yul Brynner of the darker kind. Smile.
    While passing this way let me say,” it was a pleasure observing you,” during the formative years and listening to your comments from afar.

    Best of the Rest,
    George

    • Angela London

      Dr. Gordon,

      I was just discussing with someone how there needs to be an all class reunion of the Penn Center and I ran across your response. Will be looking into this possibilty. Glad to know that you are still doing well.

      Angela London
      Class of ’81
      Hampton Univ. Class of ’85
      ovov

  17. http://nyti.ms/fG3zrC

    Larry: Saw your name in today’s NY Times. It looks like these schools are doing some preliminary research as to how iPads can improve learning. None of these projects may produce breakthroughs, but someone has to start.

    • larrycuban

      Yes, Doug, there will be studies done on the impact of iPads. I sure hope that such studies do not repeat the errors of so many studies done of new technologies used by kids and teachers

  18. Great blog. I liked your way of studiying the specific evidence in the classroom and in schools. I am technology consultant and manager of the information and I really found on this blog a source of comprehensive information on the relationship between teaching, values and technology in our time. If you know some Spanish you might be interested in my blog vorpalina.wordpress.com. Thanks for your work, Larry. From now I add you to my list of recommended blogs

  19. Mary

    Larry,

    I’m a retried software developer, reinventing myself as an elementary school teacher just finishing my Masters degree in Elementary Education. I’ve been researching the question: How is technology incorporated into the writing process in the fourth grade. This research has let me to read some of your books and start following your blog.

    What I’m trying to understand is why teachers resist using word processing software when teaching writing and insist that composition be done with pencil an paper even when the school has a 1 to 1 laptop program. Many people would not describe word processing software and computers as technology any longer. I just finished a literature review for my paper and found no end of studies from the 1980′s to 2010 on this topic. The general consensus is students like using word processing software, and once the can keyboard, they will write more.

    In your book, Teachers and Machines: The Classroom Use of Technology Since 1920, there are a couple of very predictive quotes:
    Changing schools is like moving a graveyard – Admiral Hyman Rickover 1983
    and
    There won’t be schools in the future…. I think the computer will blow up the school. That is, the school defined as something where there are classes, teachers running exams, people structured in groups by age, following a curriculum-all of that. The whole system is based on a set of structural concepts that are incompatible with the presence of the computer. …But this will happen only in communities of children who have access to computers on a sufficient scale. - Seymour Papert 1984

    I noticed that Papert’s prediction was restated in the final chapter of Collins and Halverson’s 2009 book – Rethinking Education in the Age of Technology.

    The computer has become part of most other everyday environments, including school administration. To get a job at some Walmarts, you must fill out an application at a computer kiosk in the store. Why do the computers (that have been in classrooms since the 1980s) still sit in the corner gather dust 25 years later?

    Mary

    • larrycuban

      Mary,
      Maybe asking the teachers directly why they do not use those computers might help you reach an answer. Without knowing more about the actual setting, I would be reluctant to offer reasons from a distance.

  20. I teach 3rd grade at a Title I school in Georgia, and our administration recently polled the faculty about piloting a 1:1 tablet computer program. What are your thoughts on the efficacy of such an initiative at the elementary level?

    Cameron

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  22. Deborah Farrington Padilla

    Greetings Larry. While I was not accepted to Stanford’s PhD program in ICE, I was granted a one-year sabbatical from my school, Sacred Heart Prep in Atherton. My sabbatical plan is to travel to Sacred Heart schools & communities around the world and be a volunteer teacher for 4-6 months each. (My plan includes India, Egypt, Uganda, Mexico & Peru). I hope to learn about the international educational systems & to create student exchange & service learning opportunities between their schools & our school in Atherton. So, all is well. I’m delighted about the possibilities! I’ve been thinking about creating a blog to document my experiences in real time. I’ve come across your blog (Amado forwarded an announcement that you’ll be having a seminar in the near future at SUSE). I like the style & simplicity of your blog, so I’ve done some preliminary research about WordPress. I’ve got a simple question for you: who/what do you have for your WordPress blog host? I understand that WordPress has the open-share software, but that the blogger must find a host. Any insights into this? Any other insights for a beginner blogger? Thank you, and take care. I look forward to your upcoming seminar. peace,
    Deborah

  23. Greg Boddy

    Hi Larry,

    Nice to find your blog (through Amazon). I’ve recently returned to nursing in the last five years, but prior to that I spent 15 years in university education (resources design and production – you know, vids, CD, DVDs, websites, when each of those was fashionable and ‘in’ – I’ve seen them all come and go).

    I did my Master of Education (Hons) in 2001 (University of New England, New South Wales, Australia), and your 1986 book Teachers and Machines stood out during my literature review as a solid critique of the culture of technology and its (sometimes) blind-faith intro to educational settings. There was very little I could find at the time that covered the topic in structured historical detail.

    So I included the book in the lit review for my thesis, which looked at the intro of “flexible delivery” as they were calling on-line learning at universities in the late nineties.

    I never was able to publish my thesis, but I’d be happy to send you an e-copy if you were at all interested. Keep up the critiquing – I know it’s not about anti-tech, it’s about questioning and not taking it at face value.

    Cheers,
    Greg B.

  24. Ray Reisler

    Larry, I’d like to be able to send you an email.
    Can you send me an email address?
    Thanks,
    Ray Reisler,
    Executive Director
    S. Mark Taper Foundation

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  26. Megan Connerly

    Dr. Cuban,
    I am a current graduate student studying under John L. Rury at the University of Kansas. I stumbled across your blog while studying and completing my comprehensive exam process. It was incredibly insightful and helpful; especially in shaping my thoughts on current reform policies. Thank you for posting as I will continue to follow this in the future.

  27. Hi Mr. Cuban-

    I am writing a term paper which is a literature review on technology in the classroom and whether it is really all that helpful in improving students grades. I am finding your blog to be a great source of information for my research and I was wondering if you would be able to point me to more scholarly articles or actual studies that have been conducted on the direct correlation of technology in the classrooms and academic improvement. Any point in the right direction will be greatly appreciated. Thank you!

    • larrycuban

      Hi Annie,
      Here is an endnote on the linkage between use of technology and student academic achievement that I am using for a draft chapter on 1:1 computing in a high school. Perhaps the sources I cite will be helpful.

      “While there are too many studies to cite here, sorting out those that are sponsored by vendors (e.g., Intel Corporation, “The Positive Impact of eLearning” [San Jose: Intel Corporation White Paper on Education, 2009] and advocates of technology in schools (e.g., John Schacter, “The Impact of Education Technology on Student Achievement” (Santa Monica (CA): Milken Exchange on Education and Technology, 1999) from rigorously done studies, including meta-analyses,completed by independent scholars is essential. Of the latter group, here is a sampling: U.S. Department of Education, Institute of Educational Sciences,“Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort,” Report to Congress, March 2007; Mark Warschauer and Tina Matuchniak, “New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use, and Outcomes,” Review of Research in Education, 2010, 34(1), pp. 179-225; Deborah Lowther, et. al., “Does Technology Integration ‘Work’ When Key Barriers are Removed?” (Paper Presented at American Educational Research Association Conference, New York City, 2008); Damian Bebell, and Laura O’Dwyer, (2010). “Educational Outcomes and Research from 1:1 Computing Settings,” Journal of Technology, Learning, and Assessment, 2010, 9(1), pp. 5-14.

  28. Thank you very much, sir.

  29. Keith

    Hi Larry,

    I’m working on a dissertation that concerns the credentialing of technology specialists in education. Finding your name in numerous sources ultimately led me to your blog. While a technology director (and former technology specialists) now, I often wonder if the perceived “failure” of educational technology rests instead on those who often choose the equipment that makes its way into the classroom. Often the “shade tree mechanic” technology specialist is poised to make technology decisions about equipment purchases and the integration of these technologies into the classroom which only then is integrated by the media specialists, school improvement specialist or the instructional technologist. Aren’t we throwing good money after bad by NOT requiring our technology specialists (the hardware techs) to acquire some educational credential in addition to their tech certifications?

    I would welcome your thoughts about this idea and also wonder if you have sources about the history of the technology specialist in public education.

    Regards,

    Keith

    • larrycuban

      Hi Keith,
      Thanks for your comment. I have a bare cupboard when it comes to technology specialists, including your points about the history of the post and whether they should get educational credentials. I wish I could offer more but that’s it.

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  32. Larry, I have a question regarding our age-grade school system. Do you think there will ever be a chance that we would opt instead for a self-paced, non-age-delimited system of educating our children? When I think of the possibilities available due to 21st Century technology and the individualized instruction and pacing possibilities that come with it, I wonder if we couldn’t someday see the benefit of a drastic departure such as this from “the way we’ve always done it,” at least since this age-grade educational practice began.

    • larrycuban

      Hi Peggy,
      Thanks for the comment. Yes, of course, there is the possibility of more and more public schools opting for self-paced non-age-graded schooling. Advocates of online instruction and blended learning say that such organizational and instructional changes are coming.If (and I say “if” rather than “when”) such changes occur, I believe that will happen incrementally in places where parents and educators are desperate for better schooling and are mobilized politically to call for such changes.

  33. Dr. Cuban,

    In 2006, in Oracle’s publication Technology in Schools: What the Research Says, Lemke asserted that we should pay “serious attention to Cuban’s recommendation for a critical examination of technology in schools” (p. 3). I find it interesting that in 2009, in Oracle’s updated publication, Lemke, Coughlin, and Reifsneider removed that former assertion and proceeded with their techno-Utopianism. As a K-12 school district technology director, I have observed that the last thing my profession seems inclined to do is critically examine our assumptions about technology. Another poignant example is that the 2004 ISTE technology standards for students included the standard for high school students, “Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.” This standard was removed in the updated ISTE 2007 standards. Strobel and Tillberg-Webb (2009) argued convincingly why it is important for educators to model for their students the critical questioning of technology. Since ISTE removed the critical questioning standard, does that mean that we educators are now off the hook?

    Getting to the point, I have written a dissertation proposal “Philosophy of Technology Assumptions in Educational Technology Leadership: Questioning Technological Determinism.” My question may be a bold thing to ask. Could I interest you in reading my DP for feedback and critique? I have boat loads of scholarly support for my problem statement and research, but the idea of critically questioning assumptions about technology isn’t exactly a popular thing to propose. I thought you might be a kindred spirit.

    Sincerely yours,
    Mark Webster

    Strobel, J., & Tillberg-Webb, H. (2009). Applying a critical and humanizing framework of instructional technologies to educational practice. In L. Moller, J. B. Huett &, D. M. Harvey (Eds.), Learning and instructional technologies for the 21st century: Visions of the future (pp. 75-93), New York, NY: Springer. doi:10.1007/978-0-387-09667-4_5

    • larrycuban

      I had not known about the writings that you describe. Questioning basic assumptions is what scholars are expected to do. So, Mark, I would be glad to read your proposal but it will take at least two months for me to get to it because I have to complete a mss by the end of June. If that is OK, send it along to me.

  34. Ramiro Zuniga

    I will e-mail you directly. Thank you for your interest.

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  36. Larry: Love your work. Would you be interested in looking at a guest post from me. You can check my blog for bio and to sample the quality of my work. http://DrDougGreen.Com You were a big influence on me while I was doing my doctoral work and I gave my committee a copy of one of your books as a way of saying thanks. Douglas W. Green, EdD

  37. Dr. Cuban-
    I’d like to be able to send you an email. Can you send me an email address?

    Thank you-
    Darren Hudgins
    Instructional Programs Coordinator, OETC

  38. Dr. Cuban –

    Can’t resist offering an update to your post about your experience with the Arlington Chamber of Commerce during your distinguished term as Superintendent of our fine school system. First of all, a few caveats: I am a product of Arlington schools (5th -12th grade) and they prepared me well for my college days. My wife has been a teacher in the Arlington school system for many years. And all three of our children went through K-12 in Arlington. None of these, however, factor into the policy making of my employer of 22 years, the Arlington Chamber of Commerce.

    There was scant recorded history of the Arlington Chamber when I arrived and so I considered that the Chamber had a “clean slate” to start my term. Since then:
    * the Chamber has supported every one of the school bond issues
    * the Chamber has made the sitting Superintendent a voting member of our Board of Directors
    * the Chamber has formed a close alliance with the Career Center and its programs
    * the Chamber has been the largest promoter of the PRIME summer intern program
    * the Chamber offers two scholarships to Arlington students each year (paid for by Arlington’s caring business community)
    * the Chamber’s Education & Workforce Development Committee continues to do fine work under the able leadership of the Schools’ STEM “guru”.
    * this committee is currently leading our participation in a large-scale workforce development project

    The Chamber of the ’70s has faded away. In it’s place is a community building, relevant, and respected organization that cares about all our community. I suspect that this is true of most Chambers these days. Thank you for your insight and recollections. I would welcome the opportunity to meet you sometime.

    Rich Doud, President
    Arlington Chamber of Commerce

    • larrycuban

      Richard,
      What a fine surprise to read your comment updating the Arlington Chamber of Commerce’s relationship with the public schools. I am delighted at the collaboration you describe. May it continue and enrich both the Chamber and APS.

  39. Dr. Cuban,

    I am finishing my doctoral research (so, my Ed.D. is not accurate yet, something I explain on my blog), basically waiting for the Dean to approve of my dissertation before I complete my oral defense. As my dissertation is about the correlation between teacher training and teacher use of laptops in a 1:1 laptop program, I would LOVE to know when your most recent research comes out, as your insight into a more longitudinal study of 1:1 programs would be valuable to include in my review of literature.

    Thank you.

  40. Mary

    I recently found that sometimes the term 1:1 laptop means 1 laptop for each student while in the classroom. While students may travel between classes laptops do not. Each teacher has their own set of laptops which are used by each group of students they see. This is different than each student being assigned a laptop to be carried throughout the day and possibly even take home. Have you found both implementations in your research?

    • Mary

      In a teacher owned 1:1 laptop program the teacher controls the laptops and they are used at the teachers direction. In a student owned 1:1 laptop program the students have control of the laptop and are more likely to explore on their own. They may try things like using spreadsheets, or checking the latest sports scores.

      In a teacher owned program I suspect the ratio of laptops to students is greater than 1:1 as each teacher needs enough laptops for the largest class she has. In a student owned program extra laptops are required to cover broken, lost, or left at home laptops. It would be interesting to see how the numbers balance out.

      Some readers (me for instance) will assume the term 1:1 laptop means the students have access and control of the laptops at least while at school. It would be interesting to know how much time the students have access to the laptop and what applications they are using in both variations of the 1:1 laptop program.

      Does the term “1:1 laptop program” require further clarification?

      • larrycuban

        1:1 laptops in schools does need to be clarified for readers of any study. Do students have access to laptops at home and school, i.e., each student is issued a personal laptop? Or do students have laptops provided by the school in their classrooms that must be returned at end of lesson?

  41. Raj Doobay

    Dear Mr. Cuban,
    I am at OISE studying to teach History and English in high schools.
    I have just read your article (and no I am not asking you to do my homework) on “Why is it so hard to get “Good” schools.
    My question is are you relying on Aristotle’s conception of the good? or are you simply playing with the evolution of the “good” from the enlightenment fractures in education?
    It seems that you are trying to show that education had moved from The “good” to the goods.
    Rajen Doobay

    • larrycuban

      Raj,
      Yes, the evolution of the word “good” as an adjective attached to “school” over time and the different values that the word connotes to both reformers, teachers, parents, and students is what I try to show.There are many versions of “good” schools.

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  44. Dr. Cuban,
    I stumbled upon your blog this morning and am enjoying it. I believe your daughter and I went to middle school together in Arlington, VA. I have since gone on to become a theatre arts educator and am currently pursuing a PhD. in that field.
    Cheers,
    Ruth Yamamoto

  45. Art Sheekey

    Larry: Just a note to let you know I’m still tracking your publications and advice. All’s well in Shepherd Park. I’m still connected to CNA, but only serving as a “Senior Advisor/Education.” Forty years of experience of tracking “explaining the relevance of American history” and “school reform and classroom practices.” Regards, Art

    • larrycuban

      Hey, Art, always good to hear from you. Thanks for staying in touch. If all goes well, I will be teaching a course in April and May at Stanford-in-Washington.

  46. georges-louis baron

    Hi from Paris, Larry, glad to see you have similar views as we have here in Paris with Eric Bruillard and other colleagues. Hope you are fine and that we may exchange in more depth some day before I myself become emeritus…

    Bien cordialement

  47. Hi
    I wonder – how can I get in touch with you? I have a question…
    thanks. Or-Tal

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  49. I’ve just discovered your blog, Larry, and I can’t wait to start reading it. I’m an elementary school teacher with an interest in technology in the classroom.

  50. Larry, you once stated in your writing that you were partial to cartoons on education reform. FYI, my cartoon blog, the only one that editorializes on the reform movement using nothing but cartoons, is located at:

    http://thetruthoneducationreform.blogspot.com/?view=snapshot

    Would you care to review it? If not, please know that readers are given a free permanent license to lift ANY image they want from my site and use in their own literature, on or off line.

    I would welcome ANY kind of response form you or ciritque on the site.

    Diane Ravitch wrote about it back in December.

    Best,
    Robert Rendo
    NBCT

    • larrycuban

      Robert,
      I did look at the cartoons and would like to use a few. Are there a bunch of cartoons that focus on an issue that you could select and let me see? I would like to see them and consider running the cartoons as a guest blog. What do you think? LARRY

      • Larry, Yes!
        I can gather a few groups based on theme.
        Can we correspond via my studio e-mail at artwork88@aol.com please?
        If not, I will correspond via this forum. Do you have an e-mail address? I would need an e-mail address to send you groups of drawings.
        Thank you for expressing an interest.
        Sincerely,
        Robert

  51. BTW, Larry, with regard to technology, I am participating in an avatar teacher coaching program at Pace University in New York in which we teach animated simulated students, videotape our sessions, and critique them. NBC teachers only are involved in this project.

    There are only 18 such sites around the country. The technology has underwent 3 editions, and for my taste, is still crude, but always being refined. It will eventually have to rely on AI to really become cost effective.

    A brief article with my photo can be found at:

    http://www.google.com/imgres?imgurl=http://www.pace.edu/school-of-education/sites/pace.edu.school-of-education/files/Spring_2013_newsletter/Ossining%2520Teacher%2520Robert%2520Rendo_0.jpg&imgrefurl=http://www.pace.edu/school-of-education/news/SOE-awarded-thinkfinity-grants-2013&usg=__1TMJ8O9qlQLKV8pjumBaBeC2VuI=&h=195&w=125&sz=5&hl=en&start=23&sig2=t2D7Evcqh__eMCTQ31_fTA&zoom=1&tbnid=sov7k115t3qiGM:&tbnh=104&tbnw=67&ei=pr9hUaXTJre24AORpoCwDA&prev=/search%3Fq%3Drobert%2Brendo%26start%3D20%26um%3D1%26hl%3Den%26safe%3Doff%26sa%3DN%26gbv%3D2%26tbm%3Disch&um=1&itbs=1&sa=X&ved=0CDAQrQMwAjgU

    • larrycuban

      Robert,
      Thanks so much for commenting and sending along both the article about what is going on with teachers and technology in your corner of the country. Also the cartoons. I wish you and your colleagues well in the software you are creating.

  52. Larry, is there an e-mail i can send the thematic images to?
    Thanks,
    Robert Rendo

  53. Hi Larry,

    I’m writing a story about an elementary school here in southeastern Wisconsin that adopted the “pod” structure. I see that you wrote about this in the past and was hoping you and I could connect for a quick interview? I look forward to it.

    Thanks & take care,

  54. William Allen

    Hello Larry, I am currently working on an organizational development and change article and came across this quote. “every effort to alter intended or taught curriculum has to contend with the past…with buried assumptions about knowledge and about relationships within the classroom that are inherited…a historical curriculum that contains the accumulated weight of previous innovations and mandates…like a coral reef…a mass of skeletons beneath the sea…” I believe this is from one of your articles; Determinants of Curriculum Change and Stability, 1870-1970. Cuban, Larry, 1976-10-15 Would you be able to share this article with me as I am unable to locate it? I would really like to read more and use part of this in my article with the proper citation.
    thanks
    William

    • larrycuban

      Dear William,
      I do not have a copy of that article anymore. You may find the quote in a later article I wrote for the 1992 Handbook of Research on Curriculum edited by Philip Jackson. I wrote there about curriculum stability and change and do recall using the coral metaphor. Sorry I could not be more helpful.

  55. Dear Dr. Cuban,

    You have worked in two states where school paddling is permitted. In your studies of classroom teaching have you come to any conclusions about why some teachers never use corporal punishment, even when it is permitted, and some use it frequently? .

    • larrycuban

      Here is my guess as to why so few teachers use corporal punishment even in states where it is permitted: over the past half-century, books on child rearing practices and the increase of parents with college degrees and more knowledge of infant and child development, most parents regard slapping, spanking, and other forms of bodily punishment increasingly unacceptable in raising children. Teachers, I believe, themselves knowledgeable about child rearing practices and aware of these cultural changes, have reduced use of corporal punishment even in states where it is legal. How would you answer your own question?

  56. Thanks for your response. Yes, corporal punishment is declining. I founded the Center for Effective Discipline in l987, a non-profit, which seeks to end it through education and legal reform. I formerly was a teacher and school psychologist.

    I am referring to schools where paddling is permitted. Nineteen states allow it including Texas and Colorado although many local districts in paddling states ban it. I’ve heard from teachers and have observed that there are often just a few teachers who do most of the paddling. There are often schools within a paddling district where no corporal punishment occurs and others where it is used frequently. I don’t have an answer to my own question, only some thoughts as to why this disparity occurs.

    Most paddling is done at the middle school level and might be explained partially by the independence-seeking ways of that age group which might pose more discipline problems. Studies have shown that people who were physically punished as children are more likely to believe in its efficacy and use it, including teachers. Some studies by Irwin Hyman, a professor at Temple University, twenty years ago suggest that teachers who favor paddling have more rigid personalities.

    • larrycuban

      Thanks for your comments on paddling, especially in middle school, Nadine. I do not have anything more than the guesses I offered before.

  57. Miki Poy

    Hi Larry!

    My name is Miki Poy and I am an associate with the Philadelphia School Partnership (PSP), an non-profit investment fund that provides growth capital to improve the quality of education in Philadelphia. I am reaching out to start a conversation teacher-led schools, an initiative that PSP is currently exploring. We are in the process of planning a mini-conference on the topic of teacher-led turnarounds and would love get your thoughts. I came across your blog during my research and was interested in your take on the issue (beyond what I’ve already read). I am hoping to set up a time with you in the next few weeks to chat. Please let me know when you might be available. Thanks!

    mpoy@philaschool.org

  58. Hi Larry,
    I’ve been a teacher for 10 years now, in various schools public & private, also years spent working as a literacy consultant for OUSD, mainly inside homeless shelters and foster group homes where OUSD kids live. There is a huge push going on at OUSD for more computers, but I remember well reading two books, THE FLICKERING MIND, The False Promise of Technology in the Classroom and How Learning Can Be Saved; and Richard Louv’s THE LAST CHILD IN THE WOODS. But I can’t find any current data proving (at least relatively) that high technology helps or hinders authentic learning. Do you know anything about this? One thing I do know, according to a panel of science experts I heard on NPR last week, the average child now spends 4 minutes outside and 7.5 hours behind a screen, not good. I don’t want to lead my homeless kids and their parents/guardians down “the rosy path” that leads nowhere. Any hints will be greatly appreciated! Thank you. Todd Pratum.

    • Just to be clear, I mean current data, current studies, because I know the heads at Oakland Unified School District (Oakland CA) will ask me for that. Right now they want me to sign onto a huge budget dedicated to buying laptops and iPads for my homeless kids….and right now I have big doubts. I also work with wealthy kids in Palo Alto at a special private school for gifted kids, they are wondering more openly about this questions of computers & learning. Thank you again.

    • larrycuban

      Todd, thanks for your comments and questions. The press to buy iPads and similar devices is very strong now not only in OUSD but across the nation. Research studies really do not matter even when there is underwhelming evidence from rigorously done studies that gains in student achievement (much less “authentic” learning) occurs. The strongest reasons given by school officials, parents, and vendors are that kids need the technological skills to compete in the labor market. Another powerful reason is that when Common Core standards will be tested in 2014-2015, all testing will be online and both hardware and software will have to be available for kids to be tested online to determine if kids have met Common Core standards in reading and math.

      Insofar as suggestions, here are a few. If any of your students have disabilities, having iPads with apps for reading and math and other skills can help students if their teachers are with-it technologially. There is lots of evidence that content and skills can be individualized for special ed students. Buying iPads for a pilot program to be used by teachers and students for part of the school day (and after school) is a useful first step rather than large-scale purchases. Finding the tech-savvy teachers who are eager to work with carefully selected software with small group of students is a crucial first step.

      As you can see, Todd, I am suggesting doing something with tablets as a worthwhile small step for selected kids and teachers for a portion of the school day.

  59. Hi Larry,

    My name is Eric Larson — I’m a reporter for Mashable.com. I’m writing an article about how high schools in the U.S. are changing their curriculums to provide a more 21st century-based level of skills — computer science, robotics, programming, etc.

    I’d love to get your input. Please send me an email if you’re free to talk: eric [at] mashable [dot] com.

    Thanks!
    Eric

  60. Alec B.

    hello Larry,

    My name is Alec Baldwin and I’m a high school senior at Evans High School in Georgia. I’m writing a research paper on Christianity in Schools and how this almost discriminatory censorship in texts books and also just religion related objects are being removed from schools has effected High School students’ attitude toward authority and life in general. I realize this is a sensitive issue to many people and I’m looking for a source whom has experience in the school system and is as unbiased as possible.
    I also read your article on the differences (or lack thereof) between children today compared to children of the 1890′s. it provide valuable material for my paper as well.

    thanks.
    Alec Baldwin

    • larrycuban

      Thanks for commenting, Alec. As to sources, I would look first at the series of U.S. Supreme Court decisions that have ruled on religious practice in schools. Perhaps a focus on Xmas celebration in schools also. As to which people to look for, I do not know of any names to forward to you. Perhaps some of my readers can suggest sources that seek to be unbiased.

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  62. Larry, I would love to hear in your 1:1 study what the situation is for students who don’t have access to Internet at home. Perhaps the students selected for the study do, but I’d love to know how that is being addressed. Thanks!

    • larrycuban

      In the two year study of one high school, kids could take laptops home, go to a friend’s house with Internet, the library, community center, and yes, a Starbucks.

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