In a Minute
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Help learners embrace a learn-through-difficulty norm by creating virtual learning environments.
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Make sure your feedback for all learners is facilitative and guides learners through the process of thinking.
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To increase parent-teacher cooperation, target dealing with loss, digital safety, student’s aspirations, parent meetings, inclusion, and supporting students with special needs.
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Due to common comorbidity, children with reading disorder should be routinely screened for anxiety disorder and treated with an interdisciplinary, comprehensive intervention.
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Early teacher exodus could be curbed with support through a discipline-based community of practice intervention.
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Transition-aged students setting their own goals need high expectations from their educators and student agency to reach their potential.
Special Educators
Pedagogical Relational Teachership (PeRT): reimagining student-teacher relationships to foster equitable participation in classrooms
School leaders
The Use of augmentative and alternative communication with students with multiple disabilities
General Educators
How inclusion through social participation paves the way for special needs students in mainstream schools
Family members
Representation, community, and disability identity: a call to action
MARIO Memo Takeaways
Representation, Community, And Disability Identity: A Call To Action
Mueller illuminates key gaps in the present educational system that inhibits disability identity development; educators, administrators, and school staff should collectively work to counteract the lack of curriculum representation, community, and disabled staff in effectively teaching and empowering learners with special needs.—Emmy Thamakaison
Emily Rotakowski
Representation, Community, And Disability Identity: A Call To Action
Mueller illuminates key gaps in the present educational system that inhibits disability identity development; educators, administrators, and school staff should collectively work to counteract the lack of curriculum representation, community, and disabled staff in effectively teaching and empowering learners with special needs.—Emmy Thamakaison
Emily Rotakowski
Representation, Community, And Disability Identity: A Call To Action
Mueller illuminates key gaps in the present educational system that inhibits disability identity development; educators, administrators, and school staff should collectively work to counteract the lack of curriculum representation, community, and disabled staff in effectively teaching and empowering learners with special needs.—Emmy Thamakaison
Emily Rotakowski
Representation, Community, And Disability Identity: A Call To Action
Mueller illuminates key gaps in the present educational system that inhibits disability identity development; educators, administrators, and school staff should collectively work to counteract the lack of curriculum representation, community, and disabled staff in effectively teaching and empowering learners with special needs.—Emmy Thamakaison
Emily Rotakowski
Representation, Community, And Disability Identity: A Call To Action
Mueller illuminates key gaps in the present educational system that inhibits disability identity development; educators, administrators, and school staff should collectively work to counteract the lack of curriculum representation, community, and disabled staff in effectively teaching and empowering learners with special needs.—Emmy Thamakaison
Emily Rotakowski
Representation, Community, And Disability Identity: A Call To Action
Mueller illuminates key gaps in the present educational system that inhibits disability identity development; educators, administrators, and school staff should collectively work to counteract the lack of curriculum representation, community, and disabled staff in effectively teaching and empowering learners with special needs.—Emmy Thamakaison
Emily Rotakowski
Get to know our research
We define ourselves by our commitment to maintaining integrity of purpose. As a result, you can trust that implementing the framework will deliver optimal outcomes for yourself and your learners.
Article Abstract
Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning. It includes classical, humanistic education and today’s constructivist learner-centered model. The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment. Variables coded included 9 independent and 18 dependent variables and 39 moderators. The results showed that correlations had wide variation. Mean correlations (r= .31) were above average compared with other educational innovations for cognitive and especially affective and behavioral outcomes. Methodological and sample features accounted for some of the variability.
MARIO Connections
The MARIO one-to-one relationship between educator and student is deeply rooted in Cornelius-White’s meta-analysis. This is particularly true for elements relating to the growth of independent student learning behaviors including, but not limited to, motivation and effort.
Article Abstract
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. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. Hattie’s book includes the following key components:
- links the biggest ever research project on teaching strategies to practical classroom implementation
- champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up
- offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement
- includes whole school checklists and advice for school leaders on facilitating visible learning in their institution
- now includes additional meta-analyses bringing the total cited within the research to over 900
- comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behavior, teaching strategies, and classroom management.
MARIO Connections
The design of the one-to-one sessions and conferences were informed by Hattie’s work on quality feedback and student motivation. His work can also be recognized in the high-impact learning strategies recommended throughout the MARIO Framework.
Article Abstract
This article presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from four principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. The more dependable the experiential sources, the greater are the changes in perceived self efficacy. A number of factors are identified as influencing the cognitive processing of efficacy information arising from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. Possible directions for further research are discussed.
MARIO Connections
This study has informed how intrinsic motivation and the development of self-efficacy are supported in the MARIO Framework. Bandura’s framework directly relates to the intentional design of personalized goal setting, feedback cycles, self-assessment and self-reflective practices as well as the choice of high-Impact learning strategies found throughout the MARIO Framework.
