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.
MARIO Education focuses on what matters most: improving the quality of school relationships through impactful student-teacher conversations.
Targeted 1:1 conversations every class period led to significant academic gains. Students who participated in our intervention showed notably higher GPAs in core subjects compared to peers in control groups, demonstrating the real impact of meaningful connection.
Director of Scientific Affairs at Boston Strategic Partners
Author & Founder of Novak Education
Co-Founder & CEO of MARIO Education
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
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
School-wide interventions that reduce bullying can also reduce school attendance problems. Interventions in this area should also be targeted towards autistic youth as they experience a high rate of school refusal linked to the bullying occurring in school settings.
Social and emotional learning (SEL) is necessary for the academic achievement of a student and for their future success in many aspects of their lives.
Students with emotional and behavioral disorders (EBD) face an increased risk of mental health issues and behavior-related disciplinary action, impacting their academic success.
Common training procedures proved effective for training preschool teachers to collect progress monitoring data, an essential skill for teachers, especially those working within the implementation of multi-tiered support systems.
As educators, we must consider our collaborative planning, teaching, and assessment practices for Special Educational Needs (SEN) students to establish a deliberate connection between their Individual Education Program (IEP) and mainstream science objectives.
It can be tempting to implement rewards and punishment in the classroom and educators tend to forget about the importance of intrinsic motivation to foster academic growth and engagement.
Vocabulary and grammar instruction alone is not enough to become an expert in writing. Students that use self-regulation strategies exhibit increased writing skills and success.
Social and emotional learning (SEL) should be explicitly taught in schools, especially in secondary schools.
School-based violence towards students with disabilities in Zambia is perpetuated by fellow students and teachers.
Leaders should know how inclusion is practiced in their setting and how students’ voices are heard to inform inclusive practices and personalize learning.
School-wide interventions that reduce bullying can also reduce school attendance problems. Interventions in this area should also be targeted towards autistic youth as they experience a high rate of school refusal linked to the bullying occurring in school settings.
Social and emotional learning (SEL) is necessary for the academic achievement of a student and for their future success in many aspects of their lives.
Students with emotional and behavioral disorders (EBD) face an increased risk of mental health issues and behavior-related disciplinary action, impacting their academic success.
Common training procedures proved effective for training preschool teachers to collect progress monitoring data, an essential skill for teachers, especially those working within the implementation of multi-tiered support systems.
As educators, we must consider our collaborative planning, teaching, and assessment practices for Special Educational Needs (SEN) students to establish a deliberate connection between their Individual Education Program (IEP) and mainstream science objectives.
It can be tempting to implement rewards and punishment in the classroom and educators tend to forget about the importance of intrinsic motivation to foster academic growth and engagement.
Vocabulary and grammar instruction alone is not enough to become an expert in writing. Students that use self-regulation strategies exhibit increased writing skills and success.
Social and emotional learning (SEL) should be explicitly taught in schools, especially in secondary schools.
School-based violence towards students with disabilities in Zambia is perpetuated by fellow students and teachers.
Leaders should know how inclusion is practiced in their setting and how students’ voices are heard to inform inclusive practices and personalize learning.
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