Doctor of Philosophy (PhD), Leadership Practice and Inclusive Education, Faculty of Education, Monash University, Australia
Master of Education (MEd), Applied Behaviour Analysis, Faculty of Education, Monash University, Australia
Master of Education (MEd), Educational Evaluation and Research, Institute of Education and Research, University of Dhaka, Bangladesh
Bachelor of Education (BEd), Science Education, Institute of Education and Research, University of Dhaka, Bangladesh

Department of Education and Training, Commonwealth of Australia
Research Title – Assess the Consistency and Accuracy of Teacher Judgements on the Nationally Consistent Collection of Data (NCCD) on School Students with Disability
Involvement – Associate Investigator (November 2018 – Present) Fund: AUD752,524.00
Department of Education and Training, Victoria
Research Title – Environmental Scan to inform the Learning Difficulties including Dyslexia Website Project
Involvement – Associate Investigator (February 2018 – March 2018) Fund: AUD65,000

Professional Learning Program for Special Education Teachers from the Zhejiang Province, Faculty of Education, Monash University
Consultant Faculty (October 2018 – November 2018) Fund: AUD88,000.00

Centre for Injury Prevention and Research Bangladesh (CIPRB), Bangladesh
Consultant (October 2006 – May 2007)

• Sharma, U. & Mullick, J. (In press). Inclusive Teacher Education: What is required in bridging the gaps between theory and practice. In U. Sharma & S. Salend (Eds.), The Oxford Encyclopedia of Inclusive and Special Education, New York: Oxford University Press.
• Sharma, R. & Mullick, J. (2020). Psychosocial Interventions for Individuals with Intellectual Disability. In R. T. Gopalan (Ed.), Developmental Challenges and Societal Issues for Individuals with Intellectual Disabilities. IGI Global. DOI: 10.4018/978-1-7998-1223-4.ch013
• Mullick, J., Ahmmed, M, & Sharma, U. (2015). Prospects and challenges in implementing inclusive education reform in SAARC Countries. In H. Zhang, P. Chan, & C. Boyle (Eds.), Equality in Education: Fairness and Inclusion (pp. 95-105), Rotterdam: Sense Publishers.
• 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.
• Ahmmed, M. & Mullick, J. (2014). Implementing inclusive education in primary schools in Bangladesh: Recommended strategies. Educational Research for Policy and Practice. 13 (2). 167-180. doi: 10.1007/s10671-013-9156-2
• Ahsan, M. T. & Mullick, J. (2013). Journey towards inclusive education in Bangladesh: Lessons learnt. Prospects. 43 (2). 151–164. doi: 10.1007/s11125-013-9270-1
• Mullick, J. (2013). Development of the Distributed Leadership Practice for Inclusive Education (DLPIE) scale, Asian Journal of Inclusive Education, 1(1), 31-48.
• Mullick, J., Sharma, U., & Deppeler, J. (2013). School teachers’ perception about distributed leadership practices for inclusive education in primary schools in Bangladesh, School Leadership and Management. 33 (2). 151-168. doi: 10.1080/13632434.2012.723615
• Mullick, J., Deppeler, J. & Sharma, U. (2012). The Leadership Practice Structure in Regular Primary Schools Involved in Inclusive Education Reform in Bangladesh. The International Journal of Learning, 18 (11), 67-82.
• Mullick, J., Deppeler, J., & Sharma, U. (2012). Inclusive education reform in primary school of Bangladesh: Leadership challenges and possible strategies to address the challenges. International Journal of Whole Schooling, 8 (1), 1-20.
• Mullick, J. & Deppeler, J. (2011). Accountability and leadership practices in Bangladeshi schools: A supportive approach for implementing inclusive education policy? The International Journal of Interdisciplinary Social Sciences, 6(3), 275-288.
• Mullick, J. & Sheesh, S. (2008). Teachers’ quality and teacher education at primary education sub-sector in Bangladesh. BRAC University Journal, 5(1), 77-84.
• Mullick, J. & Begum, H. A. (2005). Bias in current assessment practices at secondary level education in Bangladesh. Bangladesh Education Journal, 4 (2), 47-63.

• Mullick, J., & Deppeler, J, & Sharma, U. (2010, 2-5 August). Inclusive Education Reform in Bangladesh: The leadership challenge. Paper presented at the Inclusive and Supportive Education Congress, Queen’s University, Belfast.
• Mullick, J., Deppeler, J., & Sharma, U. (2010, 7-8 January). Leadership for Inclusive Education Reform in Bangladesh: Space to grow and Empowerment to Take Responsibilities. Paper presented at the International Conference on child friendly inclusive education, Institute of Education and Research, University of Dhaka, Bangladesh.
• Mullick, J., Deppeler, J., & Sharma, U. (2009, 27-30 September). Are school leaders empowered for inclusive education reform in Bangladesh?. Paper presented at the conference Making Inclusive Education Happen Conference, Wellington, New Zealand.
• Mullick, J. (2009, 3 July). Distributed Perspective on Leadership and Leadership Practice in Regular Government Primary Schools of Bangladesh. Paper presented at the Go Boldly: Act Locally, Think Globally MERC Annual Conference 2009, Monash University, Australia.
• Ahsan, M. T. & Mullick, J. I. (2009, 8 June). Education System in Bangladesh. Paper presented at the Global Education Systems Day Conference, Faculty of Education, Monash University