Daniel T. Hickey
Daniel T. Hickey
Professor, Learning Sciences Program, Indiana University
Verified email at indiana.edu - Homepage
Cited by
Cited by
Self-regulated learning and academic achievement: A Vygotskian view
MMC Rohrkemper
Self-regulated learning and academic achievement, 143-167, 1989
Relating narrative, inquiry, and inscriptions: Supporting consequential play
SA Barab, TD Sadler, C Heiselt, D Hickey, S Zuiker
Journal of science education and technology 16 (1), 59-82, 2007
Motivation and contemporary socio-constructivist instructional perspectives
DT Hickey
Educational Psychologist 32 (3), 175-193, 1997
Situationally embodied curriculum: Relating formalisms and contexts
S Barab, S Zuiker, S Warren, D Hickey, A Ingram‐Goble, EJ Kwon, ...
Science Education 91 (5), 750-782, 2007
A multilevel analysis of the effects of external rewards on elementary students' motivation, engagement and learning in an educational game
M Filsecker, DT Hickey
Computers & Education 75, 136-148, 2014
Collaborative design as a form of professional development
J Voogt, T Laferriere, A Breuleux, RC Itow, DT Hickey, S McKenney
Instructional science 43 (2), 259-282, 2015
Argumentation: A strategy for improving achievement and revealing scientific identities
D Cross, G Taasoobshirazi, S Hendricks, DT Hickey
International Journal of Science Education 30 (6), 837-861, 2008
Engaged participation versus marginal nonparticipation: A stridently sociocultural approach to acheivement motivation
DT Hickey
The Elementary School Journal 103 (4), 401-429, 2003
The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference?
DT Hickey, AL Moore, JW Pellegrino
American Educational Research Journal 38 (3), 611-652, 2001
Designing assessments and assessing designs in virtual educational environments
DT Hickey, AA Ingram-Goble, EM Jameson
Journal of Science Education and Technology 18 (2), 187, 2009
Educational psychology, social constructivism, and educational practice: A case of emergent identity
M McCaslin, DT Hickey
Educational psychologist 36 (2), 133-140, 2001
Integrating curriculum, instruction, assessment, and evaluation in a technology-supported genetics learning environment
DT Hickey, ACH Kindfield, P Horwitz, MAT Christie
American Educational Research Journal 40 (2), 495-538, 2003
Cast-off youth: Policy and training methods from the military experience.
TG Sticht, WB Armstrong, DT Hickey, JS Caylor
Praeger Publishers, 1987
Instructional design and development of learning communities: An invitation to a dialogue
X Lin, JD Bransford, CE Hmelo, RJ Kantor, DT Hickey, T Secules, ...
Educational technology, 53-63, 1995
Engaged participation: A sociocultural model of motivation with implications for educational assessment
DT Hickey, SJ Zuiker
Educational Assessment 10 (3), 277-305, 2005
The influence of sociocultural theory on our theories of engagement and motivation
DT Hickey, JB Granade
Big theories revisited 4, 200-223, 2004
A comparative, sociocultural analysis of context and motivation.
DT Hickey, M McCaslin
Pergamon Press, 2001
Relating narrative, inquiry, and inscriptions: A framework for socio-scientific inquiry
SA Barab, T Sadler, C Heiselt, D Hickey, S Zuiker
Journal of Science Education and Technology 16 (1), 59-82, 2007
Educational data sciences: Framing emergent practices for analytics of learning, organizations, and systems
PJ Piety, DT Hickey, MJ Bishop
Proceedings of the fourth international conference on learning analytics and …, 2014
Transcending conventional credentialing and assessment paradigms with information-rich digital badges
C Casilli, D Hickey
The Information Society 32 (2), 117-129, 2016
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