Peer-Reviewed Journal Articles
2021
Mahfouz, J., King*, K., & James*, L. (2021). Lessons from the storm: Emotions, meaning-making and leadership during transition. The Asia-Pacific Education Researcher. 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, 1-19. https://doi.org/10.1007/s12671-021-01594-9
Schussler, D., Oh, Y., Mahfouz, J., Levitan, J., Frank, J., Broderick, P., Mitra, J., & Greenberg, M. (2021). Learning to manage stress: Combining qualitative and quantitative data to understand adolescents’ experiences in a mindfulness-based intervention. Journal of Child and Family Studies, 30(2), 431-446. https://doi.org/10.1007/s10826-020-01864-5
2020
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.
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, 1-24. https://doi/1052684620951722
Mahfouz, J. & Richardson, J. (2020). At the crossroads: Well-being and principalship preparation. Journal of Research on Leadership Education. doi.org/10.1177/1942775120933914
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
2019
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
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
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://10.1007/s12671-018-0944-x
2018
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://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://10.1177/0013124517714309
2017
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
Guest Co-Editor for Special Issues of Peer-Reviewed Journals
2020
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
Peer-Reviewed Book Chapters
2021
Hayes, S.D. & Mahfouz, J. (2021). Conducting case study research internationally using technology resources. SAGE Research Methods Cases. Newbury Park, CA: SAGE publishing.
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.
2018
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
Policy Briefs & Reports
2021
Mahfouz, J., King, K., Kotok, S. (2021). Soul of Leadership Courage, Presence, and Integrity: An Evaluative report 2020- 2021.
2019
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
(Conference Proceedings)
2017
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.
Non-peer Reviewed Publications
(Professional Journals)
2019
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
