Rooted
in Research

Rooted
in Research

The MARIO Framework: Why It Works

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.

Neuroscience

Neuroscience

Exciting new neuroscience research shows how one-to-one conversations like those in The MARIO Framework transform the neurophysiology of the speakers, strengthening the junctions between different regions of their brains.
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Medical Research

Medical Research

Insights from medicine inform our emphasis on the relationship between educator and learner. It’s grounded in how “exceptional potential” arises from the careful listening of the medical practitioner to the patient.
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Design Thinking

Design Thinking

Knowledge from design thinking informs our iterative, student-centered approach to goal setting and outcomes improvement.
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Ecological Systems Theory

Ecological Systems Theory

Ecological systems theory sets the context in which we measure our learners’ progress by cultivating their self-awareness.
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Psychology

Psychology

Psychology, particularly research in sociolinguistics, reveals how MARIO’s one-to-one learning facilitates the best outcomes via a flexible combination of educational psychology paradigms.
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Our Supporting Academic Researchers

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.

Explore Our Peer-Reviewed 6-Year Retrospective Study

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.

Emily Farrar

Director of Scientific Affairs at Boston Strategic Partners

Dr. Katie Novak

Author & Founder of Novak Education

Philip Bowman

Co-Founder & CEO of MARIO Education

Research-icon

Get The Latest Education Research

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

Taking a Dive into Identifying Reading Disabilities

The process of identifying reading disabilities and the interpretation of data around the identification of reading disabilities can be inconsistent and conflicting, as they will depend on who is in charge of the process and their training. Since there is considerable variation in the process of identifying reading disabilities, learning support teachers need to not only use current evidence-based and comprehensive assessments to identify and diagnose reading disabilities in a timely manner, but they also need to administer the appropriate interventions for learners to achieve educational success.

Science, Technology, Engineering, Arts, and Mathematics Remote Instruction for Students With Disabilities

Over the past decade, we’ve seen a general increase in science, technology, engineering, the arts, and mathematics (STEAM) education as well as making it more inclusive by supporting students with learning disabilities (LD) and/or emotional behavioral disorder (EBD). There are a number of tools and resources available for teachers for maximizing remote instruction to make sure that all students are given equitable opportunities in STEAM education.

Teacher Self-Esteem and Self-Efficacy in Times of COVID-19

The importance of relationships, and in particular those in school settings, is a theme that has begun to come to the forefront in the past year due to the COVID-19 pandemic. Cataudella et al. (2021) from the University of Cagliari in Italy investigated how the pandemic has affected teachers’ self-esteem and self-efficacy while trying to maintain meaningful relationships with their students.

12 Effective Behaviors Used by Early Childhood Coaches

Experienced Early Childhood (EC) coaches whose interactions with teachers were recorded across a period of two years showed a range of coaching behaviors that were consistent with those that have been established as key practices in the existing literature. Analyses of these conversations revealed six predominant themes in the work and beliefs of experienced EC coaches.

Research-Based Game Design for Serious Games

It is very easy to gamify or incorporate games (virtual or otherwise) into a lesson plan to improve learning and/or motivate learners to be engaged. How can we ensure that they not only improve learning but cause learning as well?

Taking a Dive into Identifying Reading Disabilities

The process of identifying reading disabilities and the interpretation of data around the identification of reading disabilities can be inconsistent and conflicting, as they will depend on who is in charge of the process and their training. Since there is considerable variation in the process of identifying reading disabilities, learning support teachers need to not only use current evidence-based and comprehensive assessments to identify and diagnose reading disabilities in a timely manner, but they also need to administer the appropriate interventions for learners to achieve educational success.

Science, Technology, Engineering, Arts, and Mathematics Remote Instruction for Students With Disabilities

Over the past decade, we’ve seen a general increase in science, technology, engineering, the arts, and mathematics (STEAM) education as well as making it more inclusive by supporting students with learning disabilities (LD) and/or emotional behavioral disorder (EBD). There are a number of tools and resources available for teachers for maximizing remote instruction to make sure that all students are given equitable opportunities in STEAM education.

Teacher Self-Esteem and Self-Efficacy in Times of COVID-19

The importance of relationships, and in particular those in school settings, is a theme that has begun to come to the forefront in the past year due to the COVID-19 pandemic. Cataudella et al. (2021) from the University of Cagliari in Italy investigated how the pandemic has affected teachers’ self-esteem and self-efficacy while trying to maintain meaningful relationships with their students.

12 Effective Behaviors Used by Early Childhood Coaches

Experienced Early Childhood (EC) coaches whose interactions with teachers were recorded across a period of two years showed a range of coaching behaviors that were consistent with those that have been established as key practices in the existing literature. Analyses of these conversations revealed six predominant themes in the work and beliefs of experienced EC coaches.

Research-Based Game Design for Serious Games

It is very easy to gamify or incorporate games (virtual or otherwise) into a lesson plan to improve learning and/or motivate learners to be engaged. How can we ensure that they not only improve learning but cause learning as well?