Mohammad Noman, Ph.D.

Education

Ph. D. (Ed. Leadership), University Utara Malaysia, Malaysia
M. Ed. (Ed. Administration and Management), St. Theresa International College, Bangkok-Thailand
B. Sc. (Physics, Chemistry, Mathematics), Lucknow University, India

Teaching Experience

Leadership in Education
Research Methodology
Creativity in Management for Effective Schools
School and Society
Human Resource Development in Education

Academic Interests

Research Interests
Educational leadership, Management and Administration; K-12 Education; Teaching, Learning and Assessment; Motivation and Engagement.
Teaching Interests
Educational leadership and Theories, Educational administration and management, Teaching and learning, Assessment, Research methods, Pedagogical Theories.

Publications in Refereed, Indexed Journals

(a) Published Articles

  • Alqahtani, Noman & Kaur (2020) Core leadership practices of school principals in the Kingdom of Saudi Arabia. Educational Leadership Administration and Leadership.
  • Noman, M. & Gurr, D. (2020). Contextual leadership and culture. In R. Papa (Ed.), [Oxford] Encyclopedia of Educational Administration. New York, New York: Oxford University Press.
  • Kaur, A & Noman, M. (2020). Educational leadership and self-determination theory. In R. Papa (Ed.), [Oxford] Encyclopedia of Educational Administration. New York, New York: Oxford University Press.
  • Kaur, A. & Noman, M (2020). Investigating students’ experiences of Students as Partners (SaP) for basic need fulfilment: A self-determination theory perspective. Journal of University Teaching & Learning Practice 17(1):8
  • Noman, M., Awang Hashim, R., & Abdullah, S. S. (2018). Contextual Leadership Practices: The case of a successful school principal in Malaysia. Educational Management Administration and Leadership. DOI: 10.1177/1741143216665840.
  • Noman, M., Awang Hashim, R., & Abdullah, S. S. (2017). Principal’s coalition building and personal traits bring success to a struggling school in Malaysia. The Qualitative Report.
  • Noman, M., & Kaur, A. (2015). Parents’ Perception of the Dimensions of Quality K-12 Schools in Thailand. International Journal of Management in Education, 9(4), 396-410.
  • Awang-Hashim, R., Noman, M., & Kaur, A. (2017). Women Leadership in Higher Education: Can the Glass Ceiling be Broken? The Niew Journal, 8, 4-11.
  • Noman, M., & Kaur, A. (2014). Differentiated Assessment: A New Paradigm in Assessment Practices for Diverse Learners. International Journal of Education and Applied Science. 1 (4), 167-174.
  • Kaur, A., Noman, M., & Nordin, H., (2017). Inclusive assessment for linguistically diverse learners in higher education. Assessment & Evaluation in Higher Education, 42(5), 756-771, DOI: 10.1080/02602938.2016.1187250.
  • Kaur, A., Noman, M., & Awang Hashim, R. (2016). Exploring strategies of teaching and classroom practices in response to challenges of inclusion in a Thai school: A case study. International Journal of Inclusive Education. 20(5), 474-485.
  • Kaur, A., & Noman, M. (2015). Exploring classroom practices in collectivist cultures through the lens of Hofstede’s model. The Qualitative Report, 20(11), 1794-1811.
  • Kaur, A., Awang Hashim, R., & Noman, M. (2015). Teacher autonomy support intervention as a classroom practice in a Thai school-A self-determination theory perspective. Journal for Multicultural Education, 9 (1), 10-27.
  • Kaur, A., Awang Hashim, R., & Noman, M. (2014). Teacher Autonomy Support: Does It Hinder Motivation Among Thai Students? Malaysian Journal of Learning and Instruction, 11, 171-189.
  • Kaur, A., Noman, M., & Awang-Hashim, R. (2019). Exploring and evaluating differentiated assessment practices of in-service teachers for components of differentiation, Teaching Education. 30(2): 160-176. doi.org/10.1080/10476210.2018.1455084.
  • Awang-Hashim, R., Kaur, A., & Noman, M. (2015). The interplay of socio-psychological factors on school engagement among early adolescents. Journal of Adolescence. 45, 214-224.
  • Kaur, A., Noman, M., & Awang-Hashim, R. (2018). The role of goal orientations in students’ perceptions of classroom assessment in higher education. Assessment & Evaluation in Higher Education. 43(3), 461-472.
  • Kaur, A., Awang-Hashim, R., & Noman, M. (2017). Defining Intercultural Education in the Malaysian Context for Social Cohesion. International Journal of Multicultural Education. 19 (2), 44-60.

(b) Book

  • Integrating High Impact Educational Practices (HIEPs) in Malaysia Handbook for Reflective Practice & Professional Development. (In Press) Edited book by Rosna Awang-Hashim and Mohammad Noman (in the process of copyediting, to be published in July 2020 by UUM Press, Malaysia)

(c) Forthcoming and under review articles

  • Noman, Awang-Hashim, R. (Forthcoming). High Impact Educational Practices and Engagement. High Impact Practices in Malaysia. UUM Press.
  • Kaur, A. & Noman, M. (Forthcoming). Students as Partners (SaP) as a motivational tool for students’ engagement – A self-determination theory perspective. International Journal of Students as Partners
  • Kaur, A & Noman, M. (Forthcoming) Collaborative Assignments and Projects. High Impact Practices in Malaysia. UUM Press.
  • Alfayez, Noman, Kaur et. al., (Under Review) Principal’s Learning-Centered Leadership Practices and Teacher’s Wellbeing: a mediated model under the Self-Determination Theory perspective. Educational Leadership Administration and Leadership.