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
This study was conducted in order to identify practical ways for teachers to create a socially inclusive environment for children who demonstrate persistent challenging behaviors (PCBs) and/or who have social-emotional delays.
Researchers conducted an updated review of the literature on interventions to promote overall self-determination and skills associated with self-determined action in students with disabilities in the school context.
The authors wanted to specifically examine what knowledge-construction behaviors are exhibited by elementary school students when using serious games and how these behaviors differ across academic performance levels.
Within American school districts, there is a call to reimagine what inclusive education looks like to respond to the overall need for equity. As a means to initiate this transformation, the study seeks to assess the current understandings of inclusive education amongst a triad of stakeholders (school administrators, special educators and general educators) in order to outline next steps for creating inclusive schools.
This study shows how influential theories of academic motivation have conceptualized reciprocal interactions between motivation and achievement, and the kinds of evidence that support this reciprocity.
The prevalence of depression among adolescents and early adolescents in China has received more attention in recent years. Few studies have examined the influence of both autonomy and relatedness support combined as a protective and corrective effect on depression.
The prevalence of depression among adolescents and early adolescents in China has received more attention in recent years. Few studies have examined the influence of both autonomy and relatedness support combined as a protective and corrective effect on depression.
While there are many studies out there that examine the general intrinsic motivation for physical activity, little research has been done on emotions as a crucial factor in understanding student motivation in a PE setting.
Identifying the interrelationships between self-regulation, emotion, grit and student performance by using the Cyclical Self-Regulated learning model, which is associated with a K-12 math tutoring program.
In this article, authors Adi, Artini & Wahyuni (2021) “analyze teachers’ perceptions of self-directed learning (SDL) and the identifiable components of SDL from online learning activities assigned by teachers during the COVID-19 pandemic.”
This study was conducted in order to identify practical ways for teachers to create a socially inclusive environment for children who demonstrate persistent challenging behaviors (PCBs) and/or who have social-emotional delays.
Researchers conducted an updated review of the literature on interventions to promote overall self-determination and skills associated with self-determined action in students with disabilities in the school context.
The authors wanted to specifically examine what knowledge-construction behaviors are exhibited by elementary school students when using serious games and how these behaviors differ across academic performance levels.
Within American school districts, there is a call to reimagine what inclusive education looks like to respond to the overall need for equity. As a means to initiate this transformation, the study seeks to assess the current understandings of inclusive education amongst a triad of stakeholders (school administrators, special educators and general educators) in order to outline next steps for creating inclusive schools.
This study shows how influential theories of academic motivation have conceptualized reciprocal interactions between motivation and achievement, and the kinds of evidence that support this reciprocity.
The prevalence of depression among adolescents and early adolescents in China has received more attention in recent years. Few studies have examined the influence of both autonomy and relatedness support combined as a protective and corrective effect on depression.
The prevalence of depression among adolescents and early adolescents in China has received more attention in recent years. Few studies have examined the influence of both autonomy and relatedness support combined as a protective and corrective effect on depression.
While there are many studies out there that examine the general intrinsic motivation for physical activity, little research has been done on emotions as a crucial factor in understanding student motivation in a PE setting.
Identifying the interrelationships between self-regulation, emotion, grit and student performance by using the Cyclical Self-Regulated learning model, which is associated with a K-12 math tutoring program.
In this article, authors Adi, Artini & Wahyuni (2021) “analyze teachers’ perceptions of self-directed learning (SDL) and the identifiable components of SDL from online learning activities assigned by teachers during the COVID-19 pandemic.”
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