The MARIO Framework® pedagogy is founded on what science has revealed about learning – including
disciplines concerning the whole person and the ways we gain mastery.
These academic researchers support our mission to help bridge the gap between educational researchers and practitioners. Together with MARIO, they are committed to empowering and inspiring more educators to become teacher-researchers.
Ball State University
Penn State University
Growing Minds Consulting, LLC
Practical Psychological Services
University of Colorado, Colorado Springs
University of Houston-Clear Lake
Penn State University
University of Winchester
Practical Psychological Services
Kristianstad University, Faculty of Education
University of Houston-Clear Lake
Malmö University
University of Winchester
Linneaus University
Kristianstad University, Faculty of Education
Point Loma Nazarene University
Malmö University
Monash University
The results of this study suggest that brief and targeted one-to-one conversations occurring every class period result in statistically significant gains in student academic outcomes as measured by GPA. Specifically, students who were in the Intensive Studies course that included the brief, one-to-one conversations, called the MARIO intervention, showed higher GPA in core courses than students in the control Intensive Studies course.
Director of Scientific Affairs at Boston Strategic Partners
Author & Founder of Novak Education
Co-Founder & CEO of MARIO Education
We understand that educators are pressed for time. To help, our team reviews recently published studies on a monthly basis and posts key findings and potenti
Vocabulary and grammar instruction alone is not enough to become an expert in writing. Students that use self-regulation strategies exhibit increased writing skills and success.
Social and emotional learning (SEL) should be explicitly taught in schools, especially in secondary schools.
School-based violence towards students with disabilities in Zambia is perpetuated by fellow students and teachers.
Leaders should know how inclusion is practiced in their setting and how students’ voices are heard to inform inclusive practices and personalize learning.
Students with disabilities continue to be excluded from meaningful participation in physical education.
As most education programs focus on short-run learning outcomes, special education (SE) helps prepare students for adult life goals.
Educators are natural helpers, and in our desire to help, sometimes our support can cross the line from empowering to hindering. It is imperative that any educator, but especially those working in one-to-one support models, place student voice, growth, and autonomy at the core of their support systems and strategies.
For students with attention deficit disorder (ADHD) symptoms, their connection with teachers and the memories they have about them later on in their life may predict their perceived social support and self-efficacy.
With the shift to online learning, the pandemic has not only compromised academic progress for students but has also led to a lack of social-emotional support, especially for those students coming from underprivileged backgrounds.
Temptation can hamper engagement and perseverance directed towards a specific task and cause distractions that can impact the learning process of a student.
Vocabulary and grammar instruction alone is not enough to become an expert in writing. Students that use self-regulation strategies exhibit increased writing skills and success.
Social and emotional learning (SEL) should be explicitly taught in schools, especially in secondary schools.
School-based violence towards students with disabilities in Zambia is perpetuated by fellow students and teachers.
Leaders should know how inclusion is practiced in their setting and how students’ voices are heard to inform inclusive practices and personalize learning.
Students with disabilities continue to be excluded from meaningful participation in physical education.
As most education programs focus on short-run learning outcomes, special education (SE) helps prepare students for adult life goals.
Educators are natural helpers, and in our desire to help, sometimes our support can cross the line from empowering to hindering. It is imperative that any educator, but especially those working in one-to-one support models, place student voice, growth, and autonomy at the core of their support systems and strategies.
For students with attention deficit disorder (ADHD) symptoms, their connection with teachers and the memories they have about them later on in their life may predict their perceived social support and self-efficacy.
With the shift to online learning, the pandemic has not only compromised academic progress for students but has also led to a lack of social-emotional support, especially for those students coming from underprivileged backgrounds.
Temptation can hamper engagement and perseverance directed towards a specific task and cause distractions that can impact the learning process of a student.
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