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Selda Aras
Selda Aras
Associate Professor, Hacettepe University Early Childhood Education
Verified email at hacettepe.edu.tr
Title
Cited by
Cited by
Year
Free play in early childhood education: A phenomenological study
S Aras
Early Child Development and Care 186 (7), 1173-1184, 2016
2172016
Action Research as an Inquiry-Based Teaching Practice Model for Teacher Education Programs
S Aras
Systemic Practice and Action Research, 2020
242020
Promoting self-regulation in early years: Tools of the mind
S Aras
Journal of Education and Future, 15-25, 2015
242015
Documentation panels: supporting young children’s self-regulatory and metacognitive abilities
S Aras, F Tantekin Erden
International Journal of Early Years Education, 2020
212020
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
192021
Teacher education systems of Australia, Singapore, and South Korea: A case-oriented comparative study
S Aras
Başkent University Journal of Education 5 (2), 233-242, 2018
132018
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
112019
Play-based teaching practices of Turkish early childhood teachers
S Aras, E Merdin
Issues in Educational Research 30 (2), 420-434, 2020
92020
A case study on teacher portfolio with early childhood teachers
S Aras
Reflective Practice 22 (2), 219-232, 2021
72021
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
52021
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
42023
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, 1-18, 2022
32022
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
32019
Employing learning-oriented assessment to develop early childhood preservice teachers’ interaction skills
S Aras
Learning: Research and Practice 10 (1), 44-57, 2024
22024
Formative assessment to support preservice teachers’ self-regulated learning in digital education
S Aras
Pedagogy and Psychology in Digital Education, 107-118, 2023
22023
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
22021
Supporting practice change in early years classrooms: Australia and Turkey as case studies
A Nolan, L Paatsch, S Aras, AY Tiryaki
International Journal of Early Years Education 31 (1), 31-45, 2023
12023
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
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
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
2023
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