Denise Clark Pope
Biographic Data
| ID | 9517985 |
|---|---|
| NAME | Denise Clark Pope |
| GIVEN NAMES | Denise Clark |
| FAMILY NAME | Pope |
| SIGNATURE | POPE D C |
| AFFILIATIONS | Stanford University |
| ORCID | 0009-0003-5185-7223 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Cheating in the second year of generative AI chatbots
This study examines the evolving relationship between AI chatbots and academic integrity and students’ AI chatbot usage in high schools one and a half years after the release of ChatGPT. Through a comprehensive survey of students across six schools (N = 4,354) in the United States, we investigated students' self-reported cheating behaviors, patterns of AI use across different school-related tasks, and student perspectives on appropriate AI use in…
Stressed, tired, and yearning for support
Denise Pope, Sarah Miles, Megan Pacheco, and Caitlin Ciannella explore three major concerns affecting high school students’ well-being: stress, sleep deprivation, and lack of belonging. Drawing from research by Challenge Success involving over 270,000 high school students across more than 10 years, they highlight how academic pressure, family expectations, and modern societal challenges contribute to unhealthy stress levels. Their research reveal…
Cheating
Cheating with AI is the proverbial elephant in the room, with the widespread assumption that the amount of cheating has exploded since the appearance of generative AI tools like ChatGPT. However, the research on cheating tells a more complicated story. For high schools, cheating levels did not significantly increase after the release of ChatGPT. However, the methods for cheating are changing. Victor R. Lee, Denise Pope, and Sarah Miles share rese…
Helping students to learn and grow
Research on engagement in schools as well as research from the Challenge Success-Stanford Survey of School Experiences on how high school studentsʼ perceptions of classroom practices correlate with their engagement levels shows that more students are engaged in school when educators emphasize practices that promote learning and mastery. Authors Sarah Miles, Denise Pope, and Caitlin Ciannella offer mastery-based strategies teachers can use to incr…
What Students and Teachers Do to Build Positive Reciprocal Relationships
Purpose: As research increasingly links positive student-teacher relationships (STRs) to positive student outcomes, instruments to measure STRs have proliferated. Yet most neglect student agency and sociocultural variation in the operationalization of STRs. This study explores the specific actions teachers and students take to build positive STRs from the vantage point of a diverse group of US middle and high school students. Research Methods: Dr…
A caring climate that promotes belonging and engagement
When students have a strong sense of belonging in their school community, they are more likely to thrive academically. In a study of 55,000 secondary school students across the United States, Challenge Success found further evidence of the bilateral relationship between students’ experiences of academic engagement and their sense of belonging, specifically when tied to school practices aimed at creating an authentic culture of inclusion and respe…
Not Just Robo-Students
Peshkin's Problematics
Not Just Robo-Students
What Students and Teachers Do to Build Positive Reciprocal Relationships
Purpose: As research increasingly links positive student-teacher relationships (STRs) to positive student outcomes, instruments to measure STRs have proliferated. Yet most neglect student agency and sociocultural variation in the operationalization of STRs. This study explores the specific actions teachers and students take to build positive STRs from the vantage point of a diverse group of US middle and high school students. Research Methods: Dr…
Peshkin's Problematics
Not Just Robo-Students
A caring climate that promotes belonging and engagement
When students have a strong sense of belonging in their school community, they are more likely to thrive academically. In a study of 55,000 secondary school students across the United States, Challenge Success found further evidence of the bilateral relationship between students’ experiences of academic engagement and their sense of belonging, specifically when tied to school practices aimed at creating an authentic culture of inclusion and respe…
What Students and Teachers Do to Build Positive Reciprocal Relationships
Purpose: As research increasingly links positive student-teacher relationships (STRs) to positive student outcomes, instruments to measure STRs have proliferated. Yet most neglect student agency and sociocultural variation in the operationalization of STRs. This study explores the specific actions teachers and students take to build positive STRs from the vantage point of a diverse group of US middle and high school students. Research Methods: Dr…
Helping students to learn and grow
Research on engagement in schools as well as research from the Challenge Success-Stanford Survey of School Experiences on how high school studentsʼ perceptions of classroom practices correlate with their engagement levels shows that more students are engaged in school when educators emphasize practices that promote learning and mastery. Authors Sarah Miles, Denise Pope, and Caitlin Ciannella offer mastery-based strategies teachers can use to incr…
Stressed, tired, and yearning for support
Denise Pope, Sarah Miles, Megan Pacheco, and Caitlin Ciannella explore three major concerns affecting high school students’ well-being: stress, sleep deprivation, and lack of belonging. Drawing from research by Challenge Success involving over 270,000 high school students across more than 10 years, they highlight how academic pressure, family expectations, and modern societal challenges contribute to unhealthy stress levels. Their research reveal…
Cheating
Cheating with AI is the proverbial elephant in the room, with the widespread assumption that the amount of cheating has exploded since the appearance of generative AI tools like ChatGPT. However, the research on cheating tells a more complicated story. For high schools, cheating levels did not significantly increase after the release of ChatGPT. However, the methods for cheating are changing. Victor R. Lee, Denise Pope, and Sarah Miles share rese…
Cheating in the second year of generative AI chatbots
This study examines the evolving relationship between AI chatbots and academic integrity and students’ AI chatbot usage in high schools one and a half years after the release of ChatGPT. Through a comprehensive survey of students across six schools (N = 4,354) in the United States, we investigated students' self-reported cheating behaviors, patterns of AI use across different school-related tasks, and student perspectives on appropriate AI use in…
Early Childhood Education and Development (5 works) · Pedagogy (5 works) · Psychology (5 works) · Sociology (4 works) · Youth Development and Social Support (4 works) · Cheating (3 works) · Mathematics education (3 works) · Social Psychology (3 works) · Artificial Intelligence in Healthcare and Education (2 works) · Generative grammar (2 works)