| Free play in early childhood education: A phenomenological study S Aras Early Child Development and Care 186 (7), 1173-1184, 2016 | 204 | 2016 |
| Promoting self-regulation in early years: Tools of the mind A Selda Journal of Education and Future, 15-25, 2015 | 24 | 2015 |
| Action Research as an Inquiry-Based Teaching Practice Model for Teacher Education Programs S Aras Systemic Practice and Action Research, 2020 | 22 | 2020 |
| Documentation panels: supporting young children’s self-regulatory and metacognitive abilities S Aras, F Tantekin Erden International Journal of Early Years Education, 2020 | 21 | 2020 |
| 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 | 18 | 2021 |
| 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 | 13 | 2018 |
| Play-based teaching practices of Turkish early childhood teachers S Aras, E Merdin Issues in Educational Research 30 (2), 420-434, 2020 | 8 | 2020 |
| A case study on teacher portfolio with early childhood teachers S Aras Reflective Practice 22 (2), 219-232, 2021 | 7 | 2021 |
| 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 | 7 | 2019 |
| A common language among child, school and parents: the use of pedagogical documentation in the parent involvement process A Selda, F Sahin, A Yilmaz, A Ulker Eğitimde Nitel Araştırmalar Dergisi, 298-318, 2021 | 5 | 2021 |
| 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 | 3 | 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 | 3 | 2021 |
| 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 |
| 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 | 2 | 2022 |
| Formative Assessment to Support Preservice Teachers’ Self-Regulated Learning in Digital Education S Aras Pedagogy and Psychology in Digital Education, 107-118, 2023 | 1 | 2023 |
| 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 | 1 | 2023 |
| 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 A Selda, A ÜLKER, D ALTUN Milli Eğitim Dergisi, 791-812, 2023 | | 2023 |
| Pedagogical documentation tools as a culture of children's voice in Turkish early years settings S Aras, F Şahin, A Yılmaz, A Ülker The Theory and Practice of Voice in Early Childhood, 121-126, 2022 | | 2022 |
