马来西亚北方大学，哲学博士，教育领导学
泰国那空那育圣德丽莎国际学院，教育学硕士，教育行政与管理
印度勒克瑙大学，理学学士，物理、化学、数学

教学领导学
研究方法论
学校高效管理与机制创新
学校与社会
教育类人力资源开发

研究兴趣
教育领导学、管理学和行政学；K-12教育；教学、学习和评估；动机和参与
教学兴趣
教育领导学与理论；教育行政学与管理学；教学与评估；评估研究方法；教育学理论

(a)发表文章

• 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)出版书籍

• 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)即将发表的文章

• 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.