Carpenter, B., Mahfouz, J., & Robinson, K., Eds. (expected publication date 2023). Supporting leaders for school improvement through self-care and wellbeing. Information Age Publishing.
Schussler, D., Krisch, K., Mahfouz J., Baelen, R., & Gould L. (January, 2023). Creating the conditions for mindfulness in schools. Phi Delta Kappan.
Mahfouz, J. (2022, October). NEPC review: The unexamined rise of therapeutic education: How social-emotional learning extends K-12 education’s reach into students’ lives and expands teachers’ roles. National Education Policy Center, University of Colorado Boulder. https://nepc.colorado.edu/sites/default/files/reviews/NR%20Mahfouz.pdf
Davis*, S.J., Lettis*, B. M., Mahfouz, J., Vaughn, M. (2022). Deconstructing racist structures in K-12 education through SEL starts with the principal. Theory into Practice, 61(2), 145-155. https://doi.org/10.1080/00405841.2022.2036061
Schussler, D., Mahfouz, J., Broderick, T., Berenna, E., Frank, J., & Greenberg, M.T. (2022). Shifting to embodiment: A longitudinal qualitative investigation into the experiences of high school teachers teaching mindfulness. Mindfulness, 13(2), 509-525. https://doi.org/10.1007/s12671-021-01811-5
Hayes, S.D. & Mahfouz, J. (2022). Conducting case study research internationally using technology resources. SAGE Research Methods: Doing Research Online. Newbury Park, CA: SAGE publishing. https://dx.doi.org/10.4135/9781529799798
Arar, K., Örücü, D., & Mahfouz, J. (2022). Social in/justice and double marginality in educational leadership: Trajectories of three female school principals from the Middle East. In Showunmi, V., Moorosi, P., Shakeshaft, C., & Oplatka, I. (Eds.), The Handbook for Gender and Educational Leadership. London, UK: Bloomsbury, pp. 76-87.
Scheef, A., Mahfouz, J., & Hagiwara, M. (2022). They decide: Empowering transition-age youth with disabilities by promoting self-determination. In Danzig, A., Black, W., & O’Brien, C. (Eds.), Who Decides? Power, Disability, and Educational Administration: Narratives on Disability at Home, in School, and in the Workplace. Information Age Publishing.
Mahfouz, J., King, K.B., & Yahya, D. (September, 2022). Five ways to support the wellbeing of school leaders. Greater Good Magazine. Retrieved from https://greatergood.berkeley.edu/article/item/five_ways_to_support_the_wellbeing_of_school_leaders
Mahfouz, J., King, K., & James*, L. (2021). Lessons from the storm: Emotions, meaning-making and leadership during transition. The Asia-Pacific Education Researcher,30(4), 339-347. https://doi.org/10.1007/s40299-021-00574-w
Örücü, D., Arar, K. & Mahfouz, J. (2021) Three contexts as the post-migration ecology for refugees: School principals’ challenges and strategies in Turkey, Lebanon, and Germany. Leadership and Policy in Schools, 20 (1), 41-56. https://doi.org/10.1080/15700763.2020.1833044
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. (2021). The effectiveness of a teacher delivered mindfulness-based curriculum on adolescent social-emotional and executive functioning. Mindfulness, 12, 1234-1251. https://doi.org/10.1007/s12671-021-01594-9
Mahfouz, J. & Richardson, J. (2020). At the crossroads: Well-being and principalship preparation. Journal of Research on Leadership Education, 16(4), 360-384. https://doi.org/10.1177/1942775120933914
Schussler, D., Oh, Y., Mahfouz, J., Levitan, J., Frank, J., Broderick, P., Mitra, J., & Greenberg, M. (2021). Stress and well-being: A systematic case study of adolescents’ experiences in a mindfulness-based program. Journal of Child and Family Studies, 30(2), 431-446. https://doi.org/10.1007/s10826-020-01864-5
Mahfouz, J. & Schussler, D.L. (2021). The indispensable principal. In Walker, K.D., Kutsyuruba, B., & Cherkowski, S. (Eds.), Positive Leadership for Flourishing Schools. Charlotte, NC: Information Age Publishing.
Örücü, D., Arar, K., & Mahfouz, J. (2021). 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.
Mahfouz, J. (2021). 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.
Pollock, K., Wang, F., & Mahfouz, J. (Guest Editorial) (2020). School administrators’ wellbeing and mindfulness [Special issue]. Journal of Educational Administration, 58(4), 389 – 399. https://doi.org/10.1108/JEA-08-2020-237
Hayes, S. & Mahfouz, J. (2020). Principalship & mentoring: A review of perspectives, evidence, and literature 1999 – 2019. Research in Educational Administration and Leadership, 5(3), 722-751. http://doi.org/10.30828/real/2020.3.4
Katz, D., Mahfouz, J., & Romas*, S. (2020). Creating a foundation for teachers and better futures for students: The need for SEL curriculum in teacher education programs. Northwest Journal of Teacher Education, 15(2). https://doi.org/10.15760/nwjte.2020.15.2.5
Mahfouz, J. & Gordon, D.P.(2020). The case for focusing on school principals’ social-emotional competencies. Management in Education, 1-5. https://doi.org/10.1177/0892020620932351
Anthony-Stevens, V., Mahfouz, J., & Bisbee, Y. (2020). Indigenous teacher education is tribal nation building: Stories of capacity building and capacity strengthening in Idaho. Journal of School Leadership, 30(6),541-564. https://doi.org/1052684620951722
Scheef, A., & Mahfouz, J. (2020). Supporting the post-school goals of youth with disabilities through use of a transition coordinator. Research in Educational Administration and Leadership,5(1), 43-69. https://doi.org/10.30828/real/2020.1.2
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. (2020). Principals and stress: Few coping strategies for abundant stressors. Educational Management Administration & Leadership, EMAL.,48(3), 440-458. https://doi.org/10.1177/1741143218817562
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, 23(1), 24- 40. https://doi.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. https://doi.org/10.1108/JEA-01-2018-0022
Mahfouz, J., Sausner, E. B., & Kornhaber, M. L. (2019). U.S. international schools overseas and the common core. International Journal of Leadership in Education, 22 (4), 406 – 420. https://doi.org/10.1080/13603124.2018.1481529
Broderick, P., Frank, J., Barrena, E., Schussler, D., Kohler, K., Mitra, J., Khan, L., Levitan, J., Mahfouz, J., Shields, L., Greenberg, M. (2019). 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. https://doi.org/10.1007/s12671-018-0944-x
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
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
Levitan, J., Mahfouz, J., & Schussler, D. (2018). Pragmatic identity analysis as a qualitative interview technique. Forum: Qualitative Social Research, 19(3), 1-22. https://doi.org/10.17169/fqs-19.3.3032
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. https://doi.org/10.1353/csj.2018.0000
Mahfouz, J., Barkauskas, N., Sausner, E., & Kornhaber, M. (2018). Leadership roles of administrators under the common core reform. Education and Urban Society, 50(9), 793 – 817. https://doi.org/10.1177/0013124517714309
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. http://doi.org/10.4135/9781526446428
Schussler, D.L., Frank, J., Lee, T.K., & 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. https://www.learntechlib.org/primary/p/173571
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. https://doi.org/10.1007/s10833-017-9306-z
Smith, W. C., Fraser, P., Chykina, V., Ikoma, S., Levitan, J., Liu, J., & Mahfouz, J. (2017). 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