Dr Rhonda Faragher

Head of School

School of Education
Faculty of Humanities and Social Sciences
r.faragher@uq.edu.au
+61 7 336 56481

Overview

Key research areas: Intellectual and developmental disability, Inclusive mathematics education; Down syndrome; Mathematics learning difficulties; Quality of life;

Dr Rhonda Faragher is Deputy Head of the School of Education and a senior lecturer in Inclusive Education. She has internationally recognised expertise in the mathematics education of learners with Down syndrome. In her research and teaching, she works to improve the educational outcomes of students who have difficulties learning mathematics, for whatever reason, including through educational disadvantage. Beyond mathematics education, she has expertise in inclusive education in a range of contexts, including secondary classrooms.

Dr Faragher Is the Director of the Down Syndrome Research Program within the School of Education. She is an appointed Board member to the Academy on Education, Teaching and Research of IASSIDD - the International Association for the Scientific Study of Intellectual and Developmental Disability, Chair of the Down syndrome Special Interest Research Group of IASSIDD, Trustee of Down Syndrome International and an Independent Director of Down Syndrome Australia. She is Co-Editor in Chief of the Journal of Policy and Practice in Intellectual Disabilities.

Dr Faragher is a Senior Fellow of the Higher Education Academy and has received a number of awards for her work including the 2016 ACU Vice-Chancellor's Medal for Staff Excellence, a Commonwealth of Australia Endeavour Executive Award and the 2011 Mathematics Education Research Group of Australasia Research Award.

Recent books

Faragher, R., & Clarke, B. (Eds.). (2014). Educating learners with Down syndrome: Research, theory and practice with children and adolescents. Oxon, UK: Routledge.

Gaffney, M., & Faragher, R. (Eds.). (2014). Leading improvements in student numeracy. Camberwell, VIC: ACER.

Brown, R. I., & Faragher, R. (Eds.). (2018). Quality of life and intellectual disability. Knowledge application to other social and educational challenges. (Revised ed.). New York: Nova.

Qualifications

  • Postgraduate Diploma in Education, The University of Queensland
  • Bachelor of Science, The University of Queensland
  • Bachelor of Educational Studies, The University of Queensland
  • Bachelor of Education (Honours), The University of Queensland
  • Doctor of Philosophy, Flinders University

Publications

View all Publications

Supervision

  • Master Philosophy

  • Doctor Philosophy

  • Master Philosophy

View all Supervision

Publications

Book

Book Chapter

  • Faragher, Rhonda M., Broadbent, Carolyn, Brown, Roy I. and Burgess, Jill (2018). Applying the principles of quality of life to education. In Roy I. Brown and Rhonda M. Faragher (Ed.), Quality of life and intellectual disability. Knowledge application to other social and educational challenges Revised ed. (pp. 37-54) Hauppauge, NY USA: Nova Science Publishers.

  • Brown, Roy and Faragher, Rhonda (2018). Quality of life in the wider world. Challenges from the field of intellectual and developmental disabilities. In Roy I. Brown and Rhonda M. Faragher (Ed.), Quality of life and intellectual disability. Knowledge application to other social and educational challenges Revised ed. (pp. 3-18) Hauppauge, NY USA: Nova Science Publishers.

  • McArthur, Morag and Faragher, Rhonda (2018). Worries about children in families with complex needs. In Roy I. Brown and Rhonda M. Faragher (Ed.), Quality of life and intellectual disability: knowledge application to other social and educational challenges Revised ed. (pp. 137-152) Hauppauge, NY USA: Nova Science Publishers.

  • Faragher, Rhonda, Hill, Janelle and Clarke, Barbara (2016). Inclusive practices in mathematics education. In Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry (Ed.), Research in mathematics education in Australasia 2012-2015 (pp. 119-141) Singapore: Springer Singapore. doi:10.1007/978-981-10-1419-2_7

  • Faragher, Rhonda, Gaffney, Michael and Skoss, Matt (2014). Articulating purposes and practices in numeracy development. In Michael Gaffney and Rhonda Faragher (Ed.), Leading improvements in student numeracy (pp. 167-180) Melbourne: Australian Council for Educational Research.

  • Clarke, Barbara and Faragher, Rhonda (2014). Developing early number concepts for children with Down syndrome. In Rhonda Faragher and Barbara Clarke (Ed.), Educating learners with Down syndrome: research, theory, and practice with children and adolescents (pp. 146-162) London, UK: Routledge.

  • Gaffney, Michael, Faragher, Rhonda and Clarke, Doug (2014). Embedding numeracy development. In Michael Gaffney and Rhonda Faragher (Ed.), Leading improvements in student numeracy (pp. 181-199) Melbourne: Australian Council for Educational Research.

  • Clarke, Doug, Rhonda Faragher and Gaffney, Michael (2014). Engaging school communities with numeracy. In Michael Gaffney and Rhonda Faragher (Ed.), Leading improvements in student numeracy (pp. 92-109) Melbourne: Australian Council for Educational Research.

  • Gaffney, Michael and Faragher, Rhonda (2014). Improving student numeracy: a framework for development. In Michael Gaffney and Rhonda Faragher (Ed.), Leading improvements in student numeracy (pp. 24-43) Melbourne: Australian Council for Educational Research.

  • Faragher, R. (2014). Inclusive early numeracy experiences. In Kathy Cologon (Ed.), Inclusive education in the early years: right from the start (pp. 381-398) South Melbourne, VIC, Australia: Oxford University Press.

  • Faragher, Rhonda and Clarke, Barbara (2014). Mathematics profile of the learner with Down syndrome. In Rhonda Faragher and Barbara Clarke (Ed.), Educating learners with Down syndrome: research, theory, and practice with children and adolescents (pp. 119-145) London, UK: Routledge.

  • Faragher, Rhonda, Poore, Megan and Gaffney, Michael (2014). Networking numeracy development. In Michael Gaffney and Rhonda Faragher (Ed.), Leading improvements in student numeracy (pp. 113-126) Melbourne: Australian Council for Educational Research.

  • Brown, Roy I. and Faragher, Rhonda M. (2014). Quality of life in the wider world. Challenges from the field of intellectual and developmental disabilities. In Roy I. Brown and Rhonda M. Faragher (Ed.), Quality of life and intellectual disability: knowledge application to other social and educational challenges (pp. 3-18) Hauppauge, NY USA: Nova Science Publishers.

  • Faragher, Rhonda, Southwell, Julie and Gaffney, Michael (2014). Supporting numeracy development. In Michael Gaffney and Rhonda Faragher (Ed.), Leading improvements in student numeracy (pp. 127-145) Melbourne: Australian Council for Educational Research.

  • Clarke, Doug and Faragher, Rhonda (2014). Teaching mathematics effectively. In Mike Gaffney and Rhonda Faragher (Ed.), Leading improvements in student numeracy (pp. 47-65) Melbourne: Australian Council for Educational Research.

  • Gaffney, Michael, Clarke, Doug and Faragher, Rhonda (2014). The numeracy challenge: student achievement, teacher quality, school leadership and system policy. In Michael Gaffney and Rhonda Faragher (Ed.), Leading improvements in student numeracy (pp. 3-23) Melbourne: Australian Council for Educational Research.

  • McArthur, M. and Faragher, R.M. (2014). Worries about children in families with complex needs. In Roy I. Brown and Rhonda M. Faragher (Ed.), Quality of life and intellectual disability : knowledge application to other social and educational challenges (pp. 137-152) Hauppauge, New York, United States: Nova Science Publishers.

  • Clarke, Barbara and Faragher, Rhonda (2013). Introduction. In Rhonda Faragher and Barbara Clarke (Ed.), Educating learners with Down syndrome: research, theory, and practice with children and adolescents (pp. 5-15) London: Routledge.

  • Faragher, Rhonda (2013). Learning mathematics in the secondary school: possibilities for students with Down syndrome.. In Rhonda Faragher and Barbara Clarke (Ed.), Educating learners with Down syndrome: research, theory, and practice with children and adolescents (pp. 174-191) London, UK: Routledge.

  • Stillman, Gloria Ann, Brown, Jill P., Faragher, Rhonda, Geiger, Vince and Galbraith, Peter (2013). The role of textbooks in developing a socio-critical perspective on mathematical modelling in secondary classrooms. In Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown (Ed.), Teaching mathematical modelling: connecting to research and practice (pp. 361-371) Dordrecht, Netherlands: Springer. doi:10.1007/978-94-007-6540-5_30

  • Faragher, Rhonda and Clarke, Barbara (2013). Where we are, where we would like to be, and (perhaps) how we get there. In Rhonda Faragher and Barbara Clarke (Ed.), Educating learners with Down syndrome: research, theory, and practice with children and adolescents (pp. 249-256) London, UK: Routledge.

  • Faragher, Rhonda M. (2010). Developing numeracy to enhance quality of life. In Ralph Kober (Ed.), Enhancing the quality of life of people with intellectual disabilities: from theory to practice (pp. 401-411) Dordrecht, The Netherlands: Springer. doi:10.1007/978-90-481-9650-0_21

  • Diezmann, Carmel, Faragher, Rhonda, Lowrie, Tom, Bicknell, Brenda and Putt, Ian (2004). Exceptional students in mathematics. In Bob Perry, Glenda Anthony and Carmel Diezmann (Ed.), Research in mathematics education in Australasia 2000-2003 (pp. 175-195) Flaxton, QLD, Australia: Post Pressed.

  • Clarke, Barbara and Faragher, Rhonda (2004). Possibilities not limitations: teaching special needs children. In Barbara Clarke, Doug Clarke, Goran Emanuelsson, Gengt Johansson, Diana V. Lambdin, Frank K. Lester, Anders Wallby and Karin Wallby (Ed.), International perspectives on learning and teaching mathematics (pp. 379-394) Goteborg, Sweden: National Center for Mathematics Education. Goteborg University.

Journal Article

Conference Publication

PhD and MPhil Supervision

Current Supervision

  • Master Philosophy — Principal Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Master Philosophy — Associate Advisor

    Other advisors:

  • Master Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor