Dr. Jon McFarland

Portait of Dr. Jon McFarland

Dr. Jon McFarland (a.k.a. “Dr. Mac) is originally from Hawaii where he earned his B.Ed. and M.A. from the University of Hawai’i, Mānoa. He received his doctorate in Educational Leadership from California Lutheran University. He has over two decades of teaching experience and has taught at multiple levels of education including working 16 years at the same Title I comprehensive high school in Ventura County in southern California before joining the faculty at Stanislaus State.

Dr. McFarland is currently an Assistant Professor of Teacher Education, the Co-Coordinator of the Single Subject Credential Program, as well as, the Bilingual Authorization (BILA) Coordinator. He regularly teaches courses on educational diversity, equity, and inclusion (DEI), and works with English learners. He also teaches general methods courses, does fieldwork advisement, and teacher candidate supervision.

His research interests include the utilization of gamification in academic settings, issues of student motivation and engagement, effective teaching methods for English learners, and matters of equity and inclusive curriculum in secondary schools. As part of his service to the community, he is also the Chair and Professional Development Coordinator for GLSEN Merced, a non-profit organization that advocates for safe schools for all students, specifically, for LGBGTQ+ students in K-12 schools. He regularly conducts professional development training for schools and school districts throughout the state of California on LGBTQ+ issues and how to best support this population of students.

List of Publications:

  1. Liu, K. & McFarland, J. (2021). Examining the efficacy of alternative field experience to teaching English learners in secondary schools. Frontiers in Education. https://doi.org/10.3389/feduc.2021.700051  
  2. McFarland, J. & Liu, K. (2021). Investigating the efficacy of fishbowl simulations in supporting diverse learners. Proceedings of the 19th Annual Hawaii International Conference on Education, 3-17. http://hiceducation.org/wp-content/uploads/2021/04/EDU2021.pdf  
  3. McFarland, J. (2020). Leveling up for the teacher-practitioner: Design & implementation of a gamified application. Schools: Studies in Education, 17(1), 115-135. https://doi.org/10.1086/708359 
  4. McFarland, J. & Kuehn, H. (2019). Assuming gender. In Hear my voice. H. Dean (Ed.). Rowman & Littlefield.
  5. McFarland, J. (2019). Review of Education to better their world: Unleashing the power of 21st century kids. Education Review, 26. doi: http://dx.doi.org/10.14507/er.v26.2451 
  6. McFarland, J. (2019). 10 Tips for gamifying the curriculum. In Teacher Resources. Retrieved from https://www.csustan.edu/sites/default/files/groups/Teacher%20Resources/d....
  7. McFarland, J. (2019). Addressing motivation and engagement through a conceptual model of applied gamification. In Proceedings of the 17th Annual Hawaii International Conference on Education, 1505-1520. http://hiceducation.org/wp-content/uploads/2019/04/EDU2019.pdf
  8. McFarland, J. (2018). Review of Personalizing 21st century education: A framework for student success. Education Review /Reseñas Educativas/ Resenhas Educativas, 25. doi: http://dx.doi.org/10.14507/er.v25.2418 
  9. McFarland, J. (2017). Teacher perspectives on the implementation of gamification in a high school curriculum (Order No. 10254484). Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global; ProQuest Dissertations & Theses Global A&I: The Humanities and Social Sciences Collection. (1868502325). Retrieved from https://ezproxy.callutheran.edu/login?url=https://search-proquest-com.ez...
  10. McFarland, J. (2002). “A Body for Sale: The Commercialization of Prostitution in the fin'amour” in the Proceedings from the University of Hawaii’s Third Annual Graduate Student Conference in the College of Language, Linguistics, and Literature. Honolulu, HI: University of Hawaii.
  11. McFarland, J. (2001). “Les Éléments de Désir au Moyen Âge” in Voices and visions in global perspective: Selected papers from the second college-wide conference for students in languages, linguistics and literature. Honolulu, HI: National Language Resource Center.
  12. McFarland, J. (1998). “Ami et Amile: The Deconstruction of Male Friendship.” Thesis for the degree of Masters of Arts in The Department of European Languages and Literature. Honolulu, HI: University of Hawaii, Manoa.
  13. McFarland, J. (1997). “La Nuit qui vient” in Vers. The Department of European Languages and Literature Annual Publication of French Poetry. Honolulu, HI: University of Hawaii, Manoa.
  14. McFarland, J. (1996). “La Ballette de ma Guingette” in Vers. The Department of European Languages and Literature Annual Publication of French Poetry. Honolulu, HI: University of Hawaii, Manoa.