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
Executive Functions, Metacognition “Working memory holds working mental representations for us in ongoing cognitive activities.” Meta-working memory or meta-memory refers to the awareness of one’s
Pandemic, Social & Emotional Learning While researchers are beginning to study the impacts of COVID-19 on youth across the globe, the impacts of the pandemic
Metacognition, Self-Directed Learning, Online Learning The study was conducted to verify if it was possible to predict the readiness levels of students for online learning
Metacognition, Self-Directed Learning, Online Learning The study was conducted to verify if it was possible to predict the readiness levels of students for online learning
Cognitive Science, Inclusion, Transitions Researchers wanted to identify skills, behaviors, expectations, and experiences required of students with cognitive disabilities post-high school to ensure effective transition
Inclusion, Interventions This study addresses the subpopulation of students with significant cognitive disabilities and who are also English language learners. The study explores the instructional
As Canada continues to work towards reconciliation with Indigenous communities, the authors of this article invite non-Indigenous educators to engage with Indigenous pedagogies as a
This study seeks to understand how teachers’ knowledge of socio-emotional learning translates to students with disabilities’ empowerment and participation in school, and how the COVID-19
Cognitive Science, Pedagogy, Mind, Brain, and Education (MBE) The authors conducted a meta-analysis of 25 primary studies to further explore the link between working memory
Cognitive Science, Pedagogy, Mind, Brain, and Education (MBE) The authors conducted a meta-analysis of 25 primary studies to further explore the link between working memory
Executive Functions, Metacognition “Working memory holds working mental representations for us in ongoing cognitive activities.” Meta-working memory or meta-memory refers to the awareness of one’s
Pandemic, Social & Emotional Learning While researchers are beginning to study the impacts of COVID-19 on youth across the globe, the impacts of the pandemic
Metacognition, Self-Directed Learning, Online Learning The study was conducted to verify if it was possible to predict the readiness levels of students for online learning
Metacognition, Self-Directed Learning, Online Learning The study was conducted to verify if it was possible to predict the readiness levels of students for online learning
Cognitive Science, Inclusion, Transitions Researchers wanted to identify skills, behaviors, expectations, and experiences required of students with cognitive disabilities post-high school to ensure effective transition
Inclusion, Interventions This study addresses the subpopulation of students with significant cognitive disabilities and who are also English language learners. The study explores the instructional
As Canada continues to work towards reconciliation with Indigenous communities, the authors of this article invite non-Indigenous educators to engage with Indigenous pedagogies as a
This study seeks to understand how teachers’ knowledge of socio-emotional learning translates to students with disabilities’ empowerment and participation in school, and how the COVID-19
Cognitive Science, Pedagogy, Mind, Brain, and Education (MBE) The authors conducted a meta-analysis of 25 primary studies to further explore the link between working memory
Cognitive Science, Pedagogy, Mind, Brain, and Education (MBE) The authors conducted a meta-analysis of 25 primary studies to further explore the link between working memory
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