Challenge Success Publications

Challenge Success conducts quantitative and qualitative research at school sites and regularly reports our findings. Explore some of our published articles. If you have trouble accessing an article, contact our Research Team.

Keys to Meaningful Learning Engagement & Well-Being by D. Pope and S. Miles (Winter 2021), in Jewish Educational Leadership, 19 (20), 2-6.

KIDS UNDER PRESSURE: Student Well-Being and Engagement During the Pandemic, Challenge Success and NBC News, February 2021.

Making Homework Work by D. Pope (August 27, 2020) in ASCD Express, vol 15/issue 24.

A message to families during Covid-19 from a Stanford Educator by D. Pope (March 28, 2020) in Thrive Global.

7 Approaches to Alternative Assessments by D. Pope (November 14, 2019) in ASCD Express, vol 15/issue 05.

How to Help Ease the Stress of High-Achievers in Your Life by D. Pope (November 14, 2019) in Thrive Global.

Easing the Stress at Pressure Cooker Schools by J. Villeneuve, J. Conner, S. Davidson, and D. Pope (2019, Oct. 28), in Phi Delta Kappan, 101 (3), 15-19.

The right way to choose a college by D. Pope (May 22, 2019) in Wall Street Journal, Saturday Essay.

A Systematic Review of Student Self-Report Instruments That Assess Student-Teacher Relationships by K. Phillippo, J. Conner, S. Davidson, & D. Pope(2017), in Teachers College Record, 119 (9), 1-42.

Student Engagement in High-Performing Schools: Relationships to Mental and Physical Health by J. Conner and D. Pope (2014) in D. Shernoff & J Bempechat (Eds.), Engaging Youth in Schools, National Society for the Study of Education Yearbook, 113 (1).

How Many Teachers Does It Take to Support a Student?: Examining the Relationship between Teacher Support and Adverse Health Outcomes in High-Performing, Pressure-Cooker High Schools by Jerusha O. Conner, Sarah B. Miles, Denise C. Pope (Fall 2014), in The High School Journal, Volume 98, Number 1, 22-42.

Non-academic Effects of Homework in Privileged, High-performing High Schools by M. K. Galloway, J. Conner, and D. Pope (2013), in The Journal of Experimental Education, 81(4), 490-510.

Why Full Engagement Matters by J. Conner & D. Pope (April 2013), in Journal of Youth and Adolescence, pp.1-39.

Cheat or be cheated by D. Pope (October 25, 2012) in CNN, Schools of Thought, opinion page.

Beyond ‘Doing School’: From ‘Stressed-Out’ to ‘Engaged in Learning’ by D. Pope (2010), in Education Canada, 50(1), 4-8.

Success with Less Stress by J. Conner, D. Pope, and M. Galloway (2009), in Educational Leadership, 67(4), 54-47.

Peshkin’s Problematics:  Teaching the nature of interpretation in qualitative research by D. Pope (2007), in Qualitative Research Journal 6(2), 173-182.

Hazardous Homework? The Relationship between homework, goal orientation, and well-being in adolescents by M. Galloway and D. Pope (2007), in Encounter: Education for Meaning and Social Justice (20)4, 25-31.

Stressed-out students – SOS: Youth perspectives on changing school climates by M. Galloway, D.C. Pope, and J.Osberg (2007), in International handbook of student experience of elementary and secondary school (D. Thiessen & A. Cook-Sather, Editors). (pp. 611-634). Netherlands: Kluwer Academic Publishers.

Students matter in school reform: Leaving fingerprints and becoming leaders by J. Osberg, D. Pope, & M.K. Galloway (2006), International Journal of Leadership in Education, 9(4), 329-343.

Help for Stressed-Out Students by D. Pope and R. Simon (2005), in Educational Leadership, 62(7).

Leave a Comment