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 students determine their own goals and design their own rubrics for measuring outcomes, goal attainment is dependent on whether the student’s rating or the teacher’s rating is utilized as the outcome measure.
Having regular pedagogical conversations with trusted peers or leaders can lead to a deeper understanding of their field of study, and in turn to the success of the academic program.
In evaluating the intervention strategies we employ with students, we must consider both global effectiveness and effectiveness for target populations, as the success of the intervention may differ depending on the student population it is serving.
Key Takeaway: In today’s globalized world, it is imperative that all students are able to use their unique voices and actively participate in conversations. In
Students with multiple disabilities (SMDs) deserve the right to communicate effectively. One way to meet their needs is to implement Augmentative and Alternative Communication (AAC), an assistive technology that enhances their inclusion into general education classrooms.
Special educators who experience more supportive working conditions reported more manageable workloads, less emotional exhaustion and stress, and felt greater self-efficacy for instruction—contributing to more frequent use of evidence-supported instructional practices to address student needs.
Narrative skills play a crucial role in social and academic development, yet prove challenging for students with language disorders.
Co-teaching has the demonstrated potential to positively impact the experiences and academic performance of students with disabilities in inclusive classrooms, yet numerous studies have demonstrated that without sufficient training, planning time, or instructional feedback, the potential gains are not consistently realized in practice.
This study suggested that inclusion requires more collaborative learning environments and student-centred pedagogy.
When students determine their own goals and design their own rubrics for measuring outcomes, goal attainment is dependent on whether the student’s rating or the teacher’s rating is utilized as the outcome measure.
Having regular pedagogical conversations with trusted peers or leaders can lead to a deeper understanding of their field of study, and in turn to the success of the academic program.
In evaluating the intervention strategies we employ with students, we must consider both global effectiveness and effectiveness for target populations, as the success of the intervention may differ depending on the student population it is serving.
Key Takeaway: In today’s globalized world, it is imperative that all students are able to use their unique voices and actively participate in conversations. In
Students with multiple disabilities (SMDs) deserve the right to communicate effectively. One way to meet their needs is to implement Augmentative and Alternative Communication (AAC), an assistive technology that enhances their inclusion into general education classrooms.
Special educators who experience more supportive working conditions reported more manageable workloads, less emotional exhaustion and stress, and felt greater self-efficacy for instruction—contributing to more frequent use of evidence-supported instructional practices to address student needs.
Narrative skills play a crucial role in social and academic development, yet prove challenging for students with language disorders.
Co-teaching has the demonstrated potential to positively impact the experiences and academic performance of students with disabilities in inclusive classrooms, yet numerous studies have demonstrated that without sufficient training, planning time, or instructional feedback, the potential gains are not consistently realized in practice.
This study suggested that inclusion requires more collaborative learning environments and student-centred pedagogy.
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