FIRE: Futuristic Implementations of Research in Education http://firejournal.org/index.php/fire <p><strong>Futuristic Implementations of Research in Education (FIRE)</strong><strong>&nbsp;</strong>is an international academic journal that aims to provide an international academic platform for researchers involved in education and teaching practices from all around the world.&nbsp;The&nbsp;<strong>FIRE</strong> targets at discussing futuristic implementations in educational research with international significance, and it seeks to develop novel theoretical, conceptual or methodological insights into education and teaching. The <strong>FIRE&nbsp;</strong>also aims to investigate innovative policies, strategies, and programs within the global settings. It provides a medium where an overall process of education is considered including formal, informal and non-formal education.&nbsp;</p> en-US sezenarslan@gmail.com (Assist. Prof. Dr. Sezen ARSLAN) nurdan.kavakli@idu.edu.tr (Assist. Prof. Dr. Nurdan KAVAKLI (Publisher)) Sun, 30 May 2021 19:31:21 +0300 OJS 3.2.0.2 http://blogs.law.harvard.edu/tech/rss 60 Moving Toward RTI: The Initiation, Implementation, and Institutionalization of a Response to Intervention Program: A Descriptive Case Study http://firejournal.org/index.php/fire/article/view/32 <p>In the last three years, the number of special education referrals in the Longlake School District has risen dramatically. As more and more students have been referred for evaluation and then found ineligible for special services, the need for a systematic early identification and intervention system for struggling students has emerged. Response to Intervention (RTI) garnered attention as a proactive data-based framework for identifying students who are at-risk and providing them with research-based interventions. The district’s Board of Education recently approved the proposal to pilot RTI in one elementary school to address this issue. In this paper, as a special education professional, the researcher will analyze and discuss the RTI program that the researcher plans to outline in this school. This paper does not follow a regular research methodology including data collection and analysis. Rather, as a descriptive case study, it serves as a resource for schools that are considering RTI or that have already attempted to implement RTI with limited success.</p> A. Matthew Kilic Copyright (c) 2021 A. Matthew Kilic https://creativecommons.org/licenses/by-nc-nd/4.0 http://firejournal.org/index.php/fire/article/view/32 Sun, 30 May 2021 00:00:00 +0300 Editorial http://firejournal.org/index.php/fire/article/view/46 <p>Editorial</p> Sezen Arslan; Nurdan Kavakli Copyright (c) 2021 Sezen Arslan; Nurdan Kavakli https://creativecommons.org/licenses/by-nc-nd/4.0 http://firejournal.org/index.php/fire/article/view/46 Sun, 30 May 2021 00:00:00 +0300 An Eye-Tracking Study on the Taboo Censorship in EFL Materials: The Case of Attention and Cognitive Load http://firejournal.org/index.php/fire/article/view/38 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>ELT publishers and material designers recently excluded “pig-related visuals” in language learning materials which were to be released for Muslim and Jewish learners as well as Islamic markets such as the Middle East and Gulf region (Flood, 2015; Harley, 2015). This study aimed to establish a scientific basis for this marketing strategy in a critical perspective by examining how eye movements and cognitive load were affected by taboo content. Eye movements of 40 Muslim language learners were recorded while they processed a reversed subtitled video containing taboo (pork) visuals. The eye- tracking analysis results showed no observable effect of pork content on revisiting counts and total fixation duration on image and subtitle areas. Similarly, pupillary response analysis also indicated no effect of taboo content on cognitive load. The results were discussed in terms of emotion-attention relationship, intercultural understanding, and transformative role of second language education.</p> </div> </div> </div> Emrah Dolgunsoz Copyright (c) 2021 Emrah Dolgunsoz https://creativecommons.org/licenses/by-nc-nd/4.0 http://firejournal.org/index.php/fire/article/view/38 Sun, 30 May 2021 00:00:00 +0300 Investigating Language Learning Strategies and Language Learning Anxiety of Preparatory School Students http://firejournal.org/index.php/fire/article/view/39 <p>This study aimed to find a significant correlation between the use of language learning strategies and the language learning anxiety of preparatory school students in Turkey. Besides, Quantitative data from 70 students were collected using the Strategy Inventory for Language Learning (SILL) and Foreign Language Classroom Anxiety Scale (FLCAS). Descriptive statistics showed that students reported using a high level of learning strategies and metacognitive strategies were the most frequently used strategies. On the other hand, they showed a moderate level of anxiety. The correlational data also presented that language learning strategies and language anxiety correlated significantly in a negative way. When students reported using more language learning strategies, their stated level of anxiety might be lower. The results of this study can be helpful to create a more relaxed language learning environment for language learners and suggest explicit strategy training.</p> Ulviye Keten Copyright (c) 2021 Ulviye Keten https://creativecommons.org/licenses/by-nc-nd/4.0 http://firejournal.org/index.php/fire/article/view/39 Sun, 30 May 2021 00:00:00 +0300