Peer-Reviewed Journal Articles
Mahfouz, J., & Anthony-Stevens, V. (2020). Why trouble SEL? The need for cultural relevance in SEL. Bank Street Occasional Paper Series, 43, 1-14. Retrieved from https://educate.bankstreet.edu/occasional-paperseries/vol2020/iss43/6
Mahfouz, J., El-Mehtar, N., Osman, E., Kotok, S. (2019). Challenges and agency: Principals responding to the Syrian refugee crisis in Lebanese public schools. International Journal of Leadership in Education, 1-17. org/10.1080/13603124.2019.1613570
Karami, R., Mahfouz, J., & Mansour, S. (2019).Sustaining school-based improvement: Considering emotional responses to change. Journal of Educational Administration, 57(1), 50 – 67. 1108/JEA-01-2018-0022.
Mahfouz, J. (2018). Principals and stress: Few coping strategies for abundant stressors. Educational Management Administration & Leadership, , 1- 19.doi.org/10.1177/1741143218817562.
Levitan, J., Mahfouz, J., & Schussler, D. (2018). Pragmatic identity analysis as a qualitative interview technique. Forum: Qualitative Social Research, 19(3), 1-22. DOI:17169/fqs-19.3.3032
Mahfouz, J., Sausner, E. B., & Kornhaber, M. L. (2018). S. international schools overseas and the common core. International Journal of Leadership in Education, 22 (4), 406 – 420. doi.org/10.1080/13603124.2018.1481529
Mahfouz, J.(2018). Mindfulness training for school administrators: Effects on well-being and leadership. Journal of Educational Administration,56 (6), 602-619. https://doi.org/10.1108/JEA-12-2017-0171
Mahfouz, J., Levitan, J., Schussler, D., Broderick, T., Dvorakova, K., Argusti, M., & Greenberg, M. (2018). Ensuring college student success through mindfulness-based classes: Just BREATHE. College Student Affairs Journal, 36 (1), 1-16.1353/csj.2018.0000
Broderick, P., Frank, J., Barrena, E., Schussler, D., Kohler, K., Mitra, J., Khan, L., Levitan, J., Mahfouz, J., Shields, L., Greenberg, M. (April 2018). Evaluating the quality of mindfulness instruction delivered in school settings: Development and validation of a teacher quality observational rating scale. Mindfulness, 10 (1), 36- 45. DOI: 10.1007/s12671-018-0944-x
Mahfouz, J., Barkauskas, N., Sausner, E., & Kornhaber, M. (2017). Leadership roles of administrators under the common core reform. Education and Urban Society, 50(9), 793 – 817. DOI: 10.1177/0013124517714309
Schussler, D.L., Frank, J., Lee, TK , & Mahfouz, J.(2017). Using virtual role-play to enhance teacher candidates’ skills in responding to bullying.Journal of Technology and Teacher Education, 25(1), 91-120.
Kornhaber, M.L., Barkauskas, N., Griffith, K., Sausner, E., & Mahfouz, J.(2017). The common core’s promises and pitfalls per policy entrepreneurs and ground-level actors. Journal of Educational Change, 8(14), 385 – 412. org/10.1007/s10833-017-9306-z
Smith, W. C., Fraser, P., Chykina, V., Ikoma, S., Levitan, J., Liu, J., & Mahfouz, J. (2016). Global citizenship and the importance of education in a globally integrated world. Globalisation, Societies and Education,15(5), 648 – 665. https://doi.org/10.1080/14767724.2016.1222896
Peer-Reviewed Journal Articles in Preparation
Mahfouz, J., Levitan, J., Schussler, D.L., Oh, Y., Frank, J., & Greenberg, M.T. (submitted). Mixed methods paradigms for research on mindfulness in schools. Journal of Mixed Methods Research.
Mahfouz, J., Greenberg, M.T., Weissberg, R.P., Kim, C., & Turksma, C. (submitted). The prosocial school leader: Theory, research, and action. Teachers College Record.
Richardson, J., & Mahfouz, J.(revise & resubmit). At the crossroads: Well-being and principalship preparation. Journal of Research on Leadership Education.
Schussler, D., Oh, Y., Mahfouz, J., Levitan, J., Frank, J., Broderick, P., Mitra, J., Greenberg, M. (revise and resubmit). Learning to manage stress: Combining qualitative and quantitative data to understand adolescents’ experiences in a mindfulness-based intervention.
Frank, J.L., Broderick, P.C., Oh, Y., Mitra, J., Kohler, K., Schussler, D.L., Geier, C., Roeser, R. W., Berrena, E., Mahfouz, J., Levitan, J., Greenberg, M.T. (revise and resubmit). The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning. Mindfulness.
Scheef, A., & Mahfouz, J.(accepted). Supporting the post-school goals of youth with disabilities through use of a transition coordinator. Research in Educational Administration and Leadership.
Mahfouz, J. (under review). The Need to Draw Attention to Principals’ SEL—An Opinion Piece. Management in Education.
Hayes, S. & Mahfouz, J.(under review). Educational Leadership and Mentoring: A Review of Perspectives, Evidence, and Literature 1999 – 2019. Research in Educational Administration and Leadership.
Guest Co-Editor for Special Issues of Peer-Reviewed Journals
Pollock, K., Wang, F., & Mahfouz, J. (Eds.) (2020). School administrators’ wellbeing and mindfulness [Special issue]. Journal of Educational Administration.
Peer-Reviewed Book Chapters
Mahfouz, J.(2020). Neoliberalism—the straw that broke the back of Lebanon’s education system. In Arar, K., Örücü, D., & Wilkinson, J. (Eds.), Neoliberalism and education systems in conflict: Exploring challenges across the globe. Abingdon, UK: Routledge.
Arar, K., Örücü, D., & Mahfouz, J.(in press). A comparison of social justice leadership meaning and praxis: The interplay of unique social cultural contexts in Turkish, Palestinian, and Lebanese high needs schools. In Woods P.A. & Barnett, B. (Eds.), Educational Leadership for Social Justice and Improving High-Need schools: Findings from 10 Years of International Collaboration. Charlotte, NC: Information Age Publishing.
Levitan, J., Schussler, D., Mahfouz, J., Frank, J., Kohler, K., Broderick, P.C., Mitra, J., Oh, Y., Berrena, E., & Greenberg, M, (2018). Evaluating student cognitive and social-emotional growth during a high school mindfulness course using mixed-method design. SAGE Research Methods Cases.Newbury Park, CA: SAGE publishing.10.4135/9781526446428
Mahfouz, J., Greenberg, M.T., & Rodriquez, A. (2019). Principal’s social and emotional competence: A key factor for creating schools. Edna Bennet Pierce Prevention Research Center, Pennsylvania State University. https://files.constantcontact.com/df591f85401/fcf51355-841d-4b20-8a39-3c9203ae9d90.pdf
Jennings, P.A. & Mahfouz, J.(in press). The role of leaders in promoting mindfulness in schools. In The Routledge Encyclopedia of Education. Abingdon, UK: Routledge Education.
Schussler, D., Frank, J., Wright, M., Lee, T. & Mahfouz, J.(2017). Using virtual roleplay modules to develop teacher candidates’ competence in communicating about bullying. In P. Resta & S. Smith (Eds.),Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2243-2251). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 11, 2018 from https://www.learntechlib.org/p/177947.
Greenberg, M.T., Mahfouz, J., Davis, M., & Turksma, C. (2019). Social emotional learning for principals: Strengthening leadership and wellbeing. (December 2019). Education Canada, 59(4), 18 – 21. Retrieved from https://www.edcan.ca/articles/sel-for-principals/?utm_source=hootsuite&utm_medium=&utm_term=&utm_content=&utm_campaign=
Farag, A., Becker, E., Orlowski, N., Cranston, L., &Mahfouz, J.(October 2019). How school leaders manage stress and stay focused. The Learning Professional. Oxford, OH: Learning Forward: The Professional Learning Association, 40 (5), 24 – 27. Retrieved from https://learningforward.org/wp-content/uploads/2019/10/2the-learning-professional-october2019.pdf
Mahfouz, J.(October 2019). Make Mindfulness a Habit. The Learning Professional. Oxford, OH: Learning Forward: The Professional Learning Association, 40 (5). Retrieved fromhttps://learningforward.org/wp-content/uploads/2019/10/2the-learning-professional-october2019.pdf