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
Zimmerman outlines his personal connections to his work and motivations for engaging in this type of research, stating, “My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes.
This work further investigates key topics such as the defining properties of the bio-ecological model, developmental science, and a biological model of the nature/nurture concept with an emphasis on research, policy and practice.
This book provides information on what works in education, how teachers can find what works, how educational research can find its way into classrooms, and how teachers can apply it to help individual students.
This work, a second edition of which has very kindly been requested, was followed by La Construction du réel chez l’enfant and was to have been completed by a study of the genesis of imitation in the child.
In November 2008, John Hattie’s ground-breaking book Visible Learning synthesized the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.
This individual differences study examined the separability of three often postulated executive functions-mental set shifting (“Shifting”), information updating and monitoring (“Updating”), and inhibition of prepotent responses (“Inhibition”)-and their roles in complex “frontal lobe” or “executive” tasks.
This article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment.
Help learners embrace a learn-through-difficulty norm by creating virtual learning environments.
Zimmerman outlines his personal connections to his work and motivations for engaging in this type of research, stating, “My career path to understanding the source and nature of human learning started with an interest in social processes, especially cognitive modeling, and has led to the exploration of self-regulatory processes.
This work further investigates key topics such as the defining properties of the bio-ecological model, developmental science, and a biological model of the nature/nurture concept with an emphasis on research, policy and practice.
This book provides information on what works in education, how teachers can find what works, how educational research can find its way into classrooms, and how teachers can apply it to help individual students.
This work, a second edition of which has very kindly been requested, was followed by La Construction du réel chez l’enfant and was to have been completed by a study of the genesis of imitation in the child.
In November 2008, John Hattie’s ground-breaking book Visible Learning synthesized the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.
This individual differences study examined the separability of three often postulated executive functions-mental set shifting (“Shifting”), information updating and monitoring (“Updating”), and inhibition of prepotent responses (“Inhibition”)-and their roles in complex “frontal lobe” or “executive” tasks.
This article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment.
Help learners embrace a learn-through-difficulty norm by creating virtual learning environments.
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