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Daniel Thomas Hickey · Study

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Daniel Thomas Hickey

18 works· latest 2017· 5 institutionscluster: provisionalORCID 0000-0001-9146-5089

h-index16

i1016

Citations2,366

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Most cited in this library

Collaborative design as a form of professional development2015 · 336 citations
Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play2006 · 321 citations
A multilevel analysis of the effects of external rewards on elementary students' motivation, engagement and learning in an educational game2014 · 268 citations
Motivation and contemporary socio-constructivist instructional perspectives1997 · 198 citations
Proceedings of the 7th international conference on Learning sciences2006 · 194 citations

Works

18 shown

1/ Beyond Hype, Hyperbole, Myths, and Paradoxes

University of Chicago Press eBooks·2017·2 authors·chapter

6citations

Collaborative design as a form of professional development

Instructional Science·2015·6 authors·Open access

336citations

A multilevel analysis of the effects of external rewards on elementary students' motivation, engagement and learning in an educational game

Computers & Education·2014·2 authors

268citations

Reading Moby-Dick in a Participatory Culture: Organizing Assessment for Engagement in a new Media Era

Journal of Educational Computing Research·2011·3 authors

16citations

Assessment Assemblage: Advancing Portfolio Practice through the Assessment Staging Theory

Studies in Art Education·2011·3 authors

7citations

Using Collaborative Writing Tools for Literary Analysis: Twitter, Fan Fiction and The Crucible in the Secondary English Classroom

Journal of Media Literacy Education·2010·

5 authors

·Open access

45citations

Designing Assessments and Assessing Designs in Virtual Educational Environments

Journal of Science Education and Technology·2009·3 authors

132citations

Argumentation: A strategy for improving achievement and revealing scientific identities

International Journal of Science Education·2008·4 authors

164citations

Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play

Journal of Science Education and Technology·2006·5 authors·Open access

321citations

Proceedings of the 7th international conference on Learning sciences

·2006·2 authors

194citations

Balancing varied assessment functions to attain systemic validity: Three is the magic number

Studies In Educational Evaluation·2006·5 authors

60citations

Engaged Participation: A Sociocultural Model of Motivation With Implications for Educational Assessment

Educational Assessment·2005·2 authors

61citations

Theory, level, and function: Three dimensions for understanding the connections between transfer and student assessment

·2005·2 authors

32citations

Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Acheivement Motivation

The Elementary School Journal·2003·1 author

160citations

Integrating Curriculum, Instruction, Assessment, and Evaluation in a Technology-Supported Genetics Learning Environment

American Educational Research Journal·2003·3 authors

108citations

Educational Psychology, Social Constructivism, and Educational Practice: A Case of Emergent Identity

Educational Psychologist·2001·2 authors

113citations

The Motivational and Academic Consequences of Elementary Mathematics Environments: Do Constructivist Innovations and Reforms Make a Difference?

American Educational Research Journal·2001·3 authors

145citations

Motivation and contemporary socio-constructivist instructional perspectives

Educational Psychologist·1997·1 author

198citations