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McFarland,
Daniel
Associate Professor of Education and (by courtesy) Sociology and Business |
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Dr. McFarland studies the social dynamics that surround and constitute educational systems. He characterizes these dynamics as having identifiable structures or patterns, and argues it is through an understanding of these features that there arises a richer, lasting capacity for organizational change. Dan's early work developed from in-depth studies of high school classroom settings, with special attention placed on the determinants of student engagement and resistance to learning. Since then, he has gone on to research the structure of high school course-taking, the variable qualities of student governments, how extra-curricular activities socialize citizens, and how social networks and membership affiliations influence identity-formation. |
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* PhD (Sociology), University of Chicago, 1999;
* MA (Sociology), University of Chicago, 1995;
* BA (Philosophy), University of Chicago, 1993. |
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* Postdoctoral Fellow, Institute for Educational Initiatives (1999-2000);
* Lecturer, University of Chicago (1998). |
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* Since 2000.
* Associate Professor of Education and (by courtesy) Sociology and Business (2006-).
* Assistant Professor of Education and (by courtesy) Sociology (2000 - 2006). |
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* Micro-Sociology (Ed 312, Sociology 224)
* Network Analysis (Ed 316, Sociology 369)
* Workshop: Social Psychology and Social Structure (With Karen Cook and Cecilia Ridgeway -Ed 317, Soc 321)
* Organizational Behavior and Analysis (Ed 288x, Sociology 366)
* Education Proseminar: Form and Content of Schooling (with John Willinsky -Ed 325a)
* Sociology of Education (Ed 210/310, Sociology 330/232) |
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* McFarland, Daniel A., and Carlos Starmanns. 2008. “Inside Student Government.” Teachers College Record, Volume 110, Number (August).
* McFarland, Daniel A. and Eric Klopfer. 2008. "Network Search: Utilizing Technology and the Sociology of Knowledge to Revolutionize the Field of Education."Teachers College Record, Volume 110 Number 9.
* Bender-deMoll, Skye and McFarland, Daniel A. (alphabetical listing). 2006. "The Art and Science of Dynamic Network Visualization." Journal of Social Structure, vol. 7, no. 2. http://www.cmu.edu/joss/content/articles/volume7/deMollMcFarland/
* McFarland, Daniel A. 2006. "Curricular Flows: Trajectories, Turning Points, and Assignment Criteria in High School Math Careers." Sociology of Education 79 (3):177-205.
* McFarland, Daniel A., and R. Jack Thomas. 2006. "Bowling Young: How Youth Voluntary Associations Influence Adult Political Participation." American Sociological Review 71 (3):401-425.
* McFarland, Daniel A. and Heili Pals. 2005. "Motives and Contexts of Identity Change: A Case for Network Effects." Social Psychology Quarterly 68 (4):289-315.
* Moody, James, Daniel A. McFarland, and Skye Bender-deMoll. 2005. "Dynamic Network Visualization." American Journal of Sociology 110 (4):1206-1241.
* McFarland, Daniel A. 2005. "Why Work When You Can Play? Dynamics of Formal and Informal Organization in Classrooms." Chapter 8 in The Social Organization of Schooling, edited by Larry Hedges and Barbara Schneider (pp. 147-174). New York: Russell Sage Foundation.
* McFarland, Daniel A. 2004. "Resistance as a Social Drama - A Study of Change-Oriented Encounters." American Journal of Sociology 109 (6): 1249-1318.
* McFarland, Daniel A. 2003. "When Tensions Mount: Conceptualizing Classroom Situations and the Conditions of Student-Teacher Conflict." Chapter 8 in Stability and Change in American Education: Structure, Process and Outcomes. Edited by Marueen Hallinan, Adam Gamoran, Warren Kubitschek, and Tom Loveless (pp. 127-152). New York: Elliot Werner Publications.
* McFarland, Daniel A. 2001. "Student Resistance: How the Formal and Informal Organization of Classrooms Facilitate Everyday Forms of Student Defiance." American Journal of Sociology 107 (3): 612-78. |
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* Dan is currently conducting four projects:
* (1) actors' use of discursive tools to mobilize and rewire networks in classrooms;
* (2) socio-cultural analysis of adolescents' interpersonal relations inside and outside of class (including classroom discourse and interpersonal notes);
* (3) a study of Stanford University's problem-based initiatives; and
* 4) simulation models of students' educational and career decisions as they arise in varying types of school and community contexts. |
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* Phone: 650-723-1761
* Email: dmcfarla@stanford.edu
* Home page: http://www.stanford.edu/~dmcfarla/
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