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
Reflections from students, teachers, and parents in this study show how the personalized learning experience not only produced expert learners but connected members of the learning community, which proved to be a meaningful and valuable experience to all involved.
The core of personalized learning lies in the direct engagement with our learners through one-to-one sessions and one-to-one conferences. This engagement allows students to connect, identify, activate and be empowered throughout their personalized learning journey.
Families should be valued, and we should reconceptualize families as central stakeholders, seen and treated as significant contributors who have authority to influence and impact the trajectory of content and research decisions.
The authors investigated whether Danielson’s Framework for Teaching (FFT) is a tool which encourages instruction that adequately responds to the needs of students with learning disabilities.
The shift to digital learning environments has provided an opportunity for special educators to use technology to deliver effective, high-quality instruction. Specifically, substantial research supports the use of Video-based Instruction (VBI) for teaching mathematics to students with ASD.
Understanding the laws surrounding IEPs within your context will help to ensure that you are able to provide legally sound and equitable programming for your students.
This research analyzed the network of psycho-social influences through which efficacy beliefs affect academic achievement.
Erik de Corte describes a progression in which earlier behaviorism gave way increasingly to cognitive psychology with learning understood as information processing rather than as responding to stimuli.
This is the first issue of Metacognition and Learning, a new international journal dedicated to the study of metacognition and all its aspects within a broad context of learning processes.
Designers have traditionally focused on enhancing the look and functionality of products. Recently, they have begun using design tools to tackle more complex problems…
Reflections from students, teachers, and parents in this study show how the personalized learning experience not only produced expert learners but connected members of the learning community, which proved to be a meaningful and valuable experience to all involved.
The core of personalized learning lies in the direct engagement with our learners through one-to-one sessions and one-to-one conferences. This engagement allows students to connect, identify, activate and be empowered throughout their personalized learning journey.
Families should be valued, and we should reconceptualize families as central stakeholders, seen and treated as significant contributors who have authority to influence and impact the trajectory of content and research decisions.
The authors investigated whether Danielson’s Framework for Teaching (FFT) is a tool which encourages instruction that adequately responds to the needs of students with learning disabilities.
The shift to digital learning environments has provided an opportunity for special educators to use technology to deliver effective, high-quality instruction. Specifically, substantial research supports the use of Video-based Instruction (VBI) for teaching mathematics to students with ASD.
Understanding the laws surrounding IEPs within your context will help to ensure that you are able to provide legally sound and equitable programming for your students.
This research analyzed the network of psycho-social influences through which efficacy beliefs affect academic achievement.
Erik de Corte describes a progression in which earlier behaviorism gave way increasingly to cognitive psychology with learning understood as information processing rather than as responding to stimuli.
This is the first issue of Metacognition and Learning, a new international journal dedicated to the study of metacognition and all its aspects within a broad context of learning processes.
Designers have traditionally focused on enhancing the look and functionality of products. Recently, they have begun using design tools to tackle more complex problems…
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