Free play in early childhood education: A phenomenological study S Aras Early Child Development and Care 186 (7), 1173-1184, 2016 | 227 | 2016 |
TÜRKİYE, FİNLANDİYA ve GÜNEY KORE’DE ÖĞRETMEN YETİŞTİRME PROGRAMLARININ İNCELENMESİ S Aras, S Sözen | 110 | 2012 |
Action Research as an Inquiry-Based Teaching Practice Model for Teacher Education Programs S Aras Systemic Practice and Action Research, 2020 | 28 | 2020 |
Promoting self-regulation in early years: Tools of the mind S Aras Journal of Education and Future, 15-25, 2015 | 25 | 2015 |
An examination of Turkish early childhood teachers’ challenges in implementing pedagogical documentation A Yılmaz, F Şahin, M Buldu, A Ülker Erdem, F Ezmeci, B Somer Ölmez, ... Early Childhood Education Journal 49, 1047-1059, 2021 | 22 | 2021 |
Documentation panels: supporting young children’s self-regulatory and metacognitive abilities S Aras, F Tantekin Erden International Journal of Early Years Education, 2020 | 22 | 2020 |
BAġKENT UNIVERSITY JOURNAL OF EDUCATION S Aras | 16 | 2018 |
Improving early childhood teachers’ formative assessment practices: Transformative role of collaborative action research S Aras International Journal of Curriculum and Instructional Studies 9 (2), 221-240, 2019 | 12 | 2019 |
Play-based teaching practices of Turkish early childhood teachers S Aras, E Merdin Issues in Educational Research 30 (2), 420-434, 2020 | 10 | 2020 |
A case study on teacher portfolio with early childhood teachers S Aras Reflective Practice 22 (2), 219-232, 2021 | 9 | 2021 |
A common language among child, school and parents: the use of pedagogical documentation in the parent involvement process S Aras, F Sahın, A Yılmaz, A Ulker Eğitimde Nitel Araştırmalar Dergisi, 298-318, 2021 | 8 | 2021 |
Video based professional development on pedagogical documentation: a yearlong study with early childhood teachers F Şahin, A Yilmaz, M Buldu, S Aras, M Buldu, E Akgül Educational Studies 50 (5), 996-1013, 2024 | 4 | 2024 |
Reconceptualising the role of the child portfolio in assessment: How it serves for ‘assessment as learning’ A Yılmaz, S Aras, A Ülker, F Şahin Contemporary Issues in Early Childhood 24 (4), 411-424, 2023 | 4 | 2023 |
Action Research and Teacher Portfolio as Two Strong Teacher-Led Professional Development Designs S Aras Overcoming Current Challenges in the P-12 Teaching Profession, 2019 | 3 | 2019 |
Employing learning-oriented assessment to develop early childhood preservice teachers’ interaction skills S Aras Learning: Research and Practice 10 (1), 44-57, 2024 | 2 | 2024 |
Building up formative assessment practices through action research: A study in early childhood teacher education S Aras Journal of Early Childhood Teacher Education 45 (1), 2-15, 2024 | 2 | 2024 |
Formative assessment to support preservice teachers’ self-regulated learning in digital education S Aras Pedagogy and Psychology in Digital Education, 107-118, 2023 | 2 | 2023 |
Çocuk, Okul ve Aile Arasında Ortak Bir Dil Oluşturmak: Aile Katılımı Sürecinde Pedagojik Dokümantasyonun Kullanımı S Aras, F Şahin, A Yılmaz, A Ülker Erdem Eğitimde Nitel Araştırmalar Dergisi 27, 2021 | 2 | 2021 |
Observation as a professional tool for early childhood teachers’ inquiry habit of mind: an interpretative phenomenological study GN İnönü, S Çelebi, M Gülhan, S Aras European Early Childhood Education Research Journal, 1-14, 2024 | 1 | 2024 |
Okul Öncesi Eğitim Programı’nın K12 Beceriler Çerçevesi Türkiye Bütüncül Modeline Göre İncelenmesi S Aras, A Ülker, D Altun Milli Eğitim Dergisi 52 (1), 791-812, 2023 | 1 | 2023 |