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
Though it is too soon to have a large bank of data of the outcomes of COVID-19 on education, researchers anticipate a widening of the existing educational gap for students from lower socioeconomic differences and children with learning differences.
By using Universal Design, Universal Design for Learning, and Inclusive Design methodologies and principles in combination, websites can be designed to be accessible for all people.
Research suggests that teacher reprimands do not decrease students’ future disruptive behavior or increase their engagement levels.
The inclusion of students with disabilities (SWDs) within general education classrooms and the improvement of academic performance continues to be a challenge faced by many school districts across the United States.
During the COVID-19 lockdown, there was a rise in sibling conflict in families where at least one child had moderate special educational needs and disabilities (SENDs).
Key Takeaway: Memory aids are being used as accommodations more often than before, and the question of whether they are
Memory aids are being used as accommodations more often than before, and the question of whether they are actually necessary or if they are depriving students of learning effective study and retrieval strategies—leading to an extended dependence on unnecessary accommodations—is arising.
Metacognitive awareness (MA) is a significant predictor of academic achievement, enabling learners to take charge of their own learning by increasing their self-reliance, flexibility, and productivity.
Although students with learning disabilities (LD) may experience difficulties throughout their academic career, they can develop strategies to overcome them—at times, without professional guidance.
Students with significant disabilities deserve to (and can) learn academic skills from the general education curriculum along with the functional skills needed to master daily living.
Though it is too soon to have a large bank of data of the outcomes of COVID-19 on education, researchers anticipate a widening of the existing educational gap for students from lower socioeconomic differences and children with learning differences.
By using Universal Design, Universal Design for Learning, and Inclusive Design methodologies and principles in combination, websites can be designed to be accessible for all people.
Research suggests that teacher reprimands do not decrease students’ future disruptive behavior or increase their engagement levels.
The inclusion of students with disabilities (SWDs) within general education classrooms and the improvement of academic performance continues to be a challenge faced by many school districts across the United States.
During the COVID-19 lockdown, there was a rise in sibling conflict in families where at least one child had moderate special educational needs and disabilities (SENDs).
Key Takeaway: Memory aids are being used as accommodations more often than before, and the question of whether they are
Memory aids are being used as accommodations more often than before, and the question of whether they are actually necessary or if they are depriving students of learning effective study and retrieval strategies—leading to an extended dependence on unnecessary accommodations—is arising.
Metacognitive awareness (MA) is a significant predictor of academic achievement, enabling learners to take charge of their own learning by increasing their self-reliance, flexibility, and productivity.
Although students with learning disabilities (LD) may experience difficulties throughout their academic career, they can develop strategies to overcome them—at times, without professional guidance.
Students with significant disabilities deserve to (and can) learn academic skills from the general education curriculum along with the functional skills needed to master daily living.
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