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
Social and emotional learning (SEL) continues to grow in popularity in school curriculums as a means to promote academic success and healthy development.
In order to support early childhood learners, parents and teachers have to work hand-in-hand to ensure that the child is receiving the care they need to be successful in school.
Ayar et al. reveal relevant factors, including socioeconomic status, prenatal smoking, and screen time duration, associated with strengths and difficulties among children with specific learning disabilities.
To compensate for fluency & decoding difficulties, students with dyslexia often receive audio-support.
Effective teaching and learning for students with autism requires special education teachers to possess a secure understanding of evidence-based practices and how to implement them.
The transition from high school to college presents significant challenges for students with ADHD given the reliance on strong executive functioning skills for successful academic performance and independent daily living. However, providing opportunities to develop in key areas such as self-determination prior to graduation from high school, both within educational and home environments, can help to improve college readiness for students with (and without) ADHD.
More students with disabilities (SWD) are attending college today than ever before; yet, limitations of the current research base preclude the identification of evidence-based predictors of college success for SWD. However, several studies present promising evidence to influence post-secondary outcomes through the development of student-centered skills (i.e., learning and study strategies and self-advocacy).
The current diagnostic system for learning disabilities is not accurate enough to allow for all children to receive support when they are experiencing challenges in academic skills across the curriculum.
Culturally responsive parent advocacy programs, like FIRME, are necessary elements of any special education program. If parents aren’t informed, empowered, and prepared to advocate for their child’s rights, then the entire system suffers. School personnel lose a powerful partner and children miss out on the inclusion of the people who know their strengths and needs best.
Tiered prevention models to promote student learning outcomes have been evidenced to support educator well-being with teachers demonstrating self-efficacy and reduced levels of burnout relative to national norms. This suggests that the implementation of tiered systems could facilitate greater teacher efficacy and well-being as they feel more capable of meeting the educational needs of a diverse range of learners.
Social and emotional learning (SEL) continues to grow in popularity in school curriculums as a means to promote academic success and healthy development.
In order to support early childhood learners, parents and teachers have to work hand-in-hand to ensure that the child is receiving the care they need to be successful in school.
Ayar et al. reveal relevant factors, including socioeconomic status, prenatal smoking, and screen time duration, associated with strengths and difficulties among children with specific learning disabilities.
To compensate for fluency & decoding difficulties, students with dyslexia often receive audio-support.
Effective teaching and learning for students with autism requires special education teachers to possess a secure understanding of evidence-based practices and how to implement them.
The transition from high school to college presents significant challenges for students with ADHD given the reliance on strong executive functioning skills for successful academic performance and independent daily living. However, providing opportunities to develop in key areas such as self-determination prior to graduation from high school, both within educational and home environments, can help to improve college readiness for students with (and without) ADHD.
More students with disabilities (SWD) are attending college today than ever before; yet, limitations of the current research base preclude the identification of evidence-based predictors of college success for SWD. However, several studies present promising evidence to influence post-secondary outcomes through the development of student-centered skills (i.e., learning and study strategies and self-advocacy).
The current diagnostic system for learning disabilities is not accurate enough to allow for all children to receive support when they are experiencing challenges in academic skills across the curriculum.
Culturally responsive parent advocacy programs, like FIRME, are necessary elements of any special education program. If parents aren’t informed, empowered, and prepared to advocate for their child’s rights, then the entire system suffers. School personnel lose a powerful partner and children miss out on the inclusion of the people who know their strengths and needs best.
Tiered prevention models to promote student learning outcomes have been evidenced to support educator well-being with teachers demonstrating self-efficacy and reduced levels of burnout relative to national norms. This suggests that the implementation of tiered systems could facilitate greater teacher efficacy and well-being as they feel more capable of meeting the educational needs of a diverse range of learners.
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