| Border writing: The multidimensional text DE Hicks U of Minnesota Press, 1991 | 625 | 1991 |
| Constructivism as a theoretical foundation for the use of technology in social studies PE Doolittle, D Hicks Theory & Research in Social Education 31 (1), 72-104, 2003 | 538 | 2003 |
| Guidelines for using technology to prepare social studies teachers M Berson, R Diem, D Hicks, C Mason, J Lee, T Dralle Contemporary issues in technology and teacher education 1 (1), 107-116, 2000 | 329 | 2000 |
| Reciprocal teaching for reading comprehension in higher education: A strategy for fostering the deeper understanding of texts PE Doolittle, D Hicks, CF Triplett, WD Nichols, CA Young International Journal of Teaching and Learning in Higher Education 17 (2 …, 2006 | 241 | 2006 |
| Social studies teachers' use of classroom-based and web-based historical primary sources D Hicks, P Doolittle, JK Lee Theory & Research in Social Education 32 (2), 213-247, 2004 | 185 | 2004 |
| ePortfolio as a Measure of Reflective Practice. KA Parkes, KS Dredger, D Hicks International Journal of ePortfolio 3 (2), 99-115, 2013 | 100 | 2013 |
| Guest editorial: The state of the field: Technology, social studies, and teacher education AM Friedman, D Hicks Contemporary Issues in Technology and Teacher Education 6 (2), 246-258, 2006 | 91 | 2006 |
| The SCIM-C strategy: Expert historians, historical inquiry, and multimedia D Hicks, PE Doolittle, ET Ewing Social Education 68 (3), 221-226, 2004 | 82 | 2004 |
| Social studies and history teachers’ uses of non-digital and digital historical resources JK Lee, PE Doolittle Social Studies Research and Practice 1 (3), 291-311, 2006 | 81 | 2006 |
| Through the democratic lens: The role of purpose in leveraging technology to support historical inquiry in the social studies classroom. K Swan, D Hicks International Journal of Social Education 21 (2), 142-168, 2007 | 76 | 2007 |
| Guidelines for using technology to prepare social studies teachers D Hicks, JK Lee, M Berson, C Bolick, R Diem Contemporary Issues in Technology and Teacher Education 14 (4), 433-450, 2014 | 70 | 2014 |
| From source to evidence? Teachers' use of historical sources in their classrooms S van Hover, D Hicks, H Dack The Social studies 107 (6), 209-217, 2016 | 69 | 2016 |
| Fostering analysis in historical inquiry through multimedia embedded scaffolding D Hicks, PE Doolittle Theory & Research in Social Education 36 (3), 206-232, 2008 | 59 | 2008 |
| From a roar to a murmur: Virginia's history & social science standards, 1995–2009 S Hover, D Hicks, J Stoddard, M Lisanti Theory & Research in Social Education 38 (1), 80-113, 2010 | 58 | 2010 |
| A case study of co-teaching in an inclusive secondary high-stakes World History I classroom S van Hover, D Hicks, K Sayeski Theory & Research in Social Education 40 (3), 260-291, 2012 | 54 | 2012 |
| History teacher preparation and professional development S Van Hover, D Hicks The Wiley international handbook of history teaching and learning, 389-418, 2018 | 51 | 2018 |
| “Try not to giggle if you can help it”: The implementation of experiential instructional techniques in social studies classrooms H Dack, S van Hover, D Hicks The Journal of Social Studies Research 40 (1), 39-52, 2016 | 49 | 2016 |
| Wizards and witches: Parent advocates and contention in special education in the USA J Nespor, D Hicks Journal of Education Policy 25 (3), 309-334, 2010 | 48 | 2010 |
| Teaching difficult history through film JD Stoddard, AS Marcus, D Hicks Routledge, Taylor & Francis Group, 2017 | 44* | 2017 |
| Social constructivism and student learning in social studies S van Hover, D Hicks The Wiley handbook of social studies research, 270-286, 2017 | 42 | 2017 |
