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
When implementing a tiered model of prevention, such as the comprehensive, integrated, three-tiered model, it is important to attend systematically to the elements that can positively impact the success of the model.
Students often set goals based on teacher expectations. In this study, the implementation of the Self-Determined Learning Model of Instruction (SDLMI) led to students setting a lack of academic or social goals and an abundance of home living goals; this may suggest lower adult expectations for students with significant support needs.
As educators, we need to put more emphasis on creating a balance between gaining proficiency as a teacher and as a subject specialist.
Children with reading disorder (RD) have an increased risk of anxiety disorders, the most common mental health disorder in children.
Family engagement allows teachers to better understand and support their students.
Teachers sometimes treat their students differently from one another, focusing more on the low-performing students.
It is important to establish that difficulties are part of learning and that disfluency can open up possibilities for identity exploration. Virtual learning environments (VLEs) can be designed in such a way that they support this exploration, by looking at features such as gamification, engagement and connection, and learning supports.
Acknowledgment of the power of social media and one’s self-image in driving a teacher’s self-directed and informal professional development, in addition to teacher’s ability to improve their teaching and learning practices, positively influences informal training across an organization.
As students return to a more normal school routine, IEP teams will have to reassess students’ Present Level of Performance (PLOP) and likely conduct reassessment and revision of IEPs.
Teacher attitudes, beliefs, and perceptions are critical in how they have the potential to contribute to or reduce educational inequalities.
When implementing a tiered model of prevention, such as the comprehensive, integrated, three-tiered model, it is important to attend systematically to the elements that can positively impact the success of the model.
Students often set goals based on teacher expectations. In this study, the implementation of the Self-Determined Learning Model of Instruction (SDLMI) led to students setting a lack of academic or social goals and an abundance of home living goals; this may suggest lower adult expectations for students with significant support needs.
As educators, we need to put more emphasis on creating a balance between gaining proficiency as a teacher and as a subject specialist.
Children with reading disorder (RD) have an increased risk of anxiety disorders, the most common mental health disorder in children.
Family engagement allows teachers to better understand and support their students.
Teachers sometimes treat their students differently from one another, focusing more on the low-performing students.
It is important to establish that difficulties are part of learning and that disfluency can open up possibilities for identity exploration. Virtual learning environments (VLEs) can be designed in such a way that they support this exploration, by looking at features such as gamification, engagement and connection, and learning supports.
Acknowledgment of the power of social media and one’s self-image in driving a teacher’s self-directed and informal professional development, in addition to teacher’s ability to improve their teaching and learning practices, positively influences informal training across an organization.
As students return to a more normal school routine, IEP teams will have to reassess students’ Present Level of Performance (PLOP) and likely conduct reassessment and revision of IEPs.
Teacher attitudes, beliefs, and perceptions are critical in how they have the potential to contribute to or reduce educational inequalities.
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