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
A number of factors affect the perception of key stakeholders in relation to the fairness of assessment practices for students with learning differences.
Students with a deep approach to learning tend to have character traits associated with openness, conscientiousness, and a “steady temperament.”
As special educators, we must include PE teachers and paraeducators in IEP meetings and ensure they feel prepared to modify and adapt their program for learners with disabilities.
For learners, frequent educational and vocational discussions with friends, family, and teachers during adolescence can be incredibly important in fostering their aspirations and transforming them into reality.
Implementing six effective vocabulary acquisition strategies (VAS) within the frameworks of self-regulated and multimedia learning may not only have promising effects on the language acquisition of ELLs but it may also prevent ELLs being falsely identified for special education eligibility.
Utilizing both classroom menus and UDL design challenges can help educators plan a range of activities in their classes which can serve as a “buffet” from which learners can pick “just right” activities.
Developing strong relationships with your students that are characterized by closeness and support can act as a protective factor for the students. Teachers can stimulate prosocial behaviours through this relational model, as well as help the child to feel included in and develop positive attitudes towards the school climate.
Key Takeaway: Findings suggest that perceived social support predicts emotional/behavioral problems in children with ASD mainly through its influence on parental resilience and parental self-efficacy.
This article provides educators with a manual on how to utilize positive and proactive behaviour management strategies to improve student engagement in virtual environments using platforms like Zoom or G Suite.
Social Emotional Learning (SEL) focuses on improving the learners’ interaction with others and self-management of their emotions. These SEL skills sometimes have to be explicitly taught with added practice to help students form successful relationships with peers, teachers, family and the community.
A number of factors affect the perception of key stakeholders in relation to the fairness of assessment practices for students with learning differences.
Students with a deep approach to learning tend to have character traits associated with openness, conscientiousness, and a “steady temperament.”
As special educators, we must include PE teachers and paraeducators in IEP meetings and ensure they feel prepared to modify and adapt their program for learners with disabilities.
For learners, frequent educational and vocational discussions with friends, family, and teachers during adolescence can be incredibly important in fostering their aspirations and transforming them into reality.
Implementing six effective vocabulary acquisition strategies (VAS) within the frameworks of self-regulated and multimedia learning may not only have promising effects on the language acquisition of ELLs but it may also prevent ELLs being falsely identified for special education eligibility.
Utilizing both classroom menus and UDL design challenges can help educators plan a range of activities in their classes which can serve as a “buffet” from which learners can pick “just right” activities.
Developing strong relationships with your students that are characterized by closeness and support can act as a protective factor for the students. Teachers can stimulate prosocial behaviours through this relational model, as well as help the child to feel included in and develop positive attitudes towards the school climate.
Key Takeaway: Findings suggest that perceived social support predicts emotional/behavioral problems in children with ASD mainly through its influence on parental resilience and parental self-efficacy.
This article provides educators with a manual on how to utilize positive and proactive behaviour management strategies to improve student engagement in virtual environments using platforms like Zoom or G Suite.
Social Emotional Learning (SEL) focuses on improving the learners’ interaction with others and self-management of their emotions. These SEL skills sometimes have to be explicitly taught with added practice to help students form successful relationships with peers, teachers, family and the community.
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