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
The change from onsite learning to online can cause students to lose motivation and efficiency in their learning. Having self-regulation skills and the use of preferred low or high-impact strategies can also affect student learning.
The spread of misinformation about Autism Spectrum Disorder (ASD) has rapidly increased amongst the general public in recent years. By preparing professionals to be critical of information about ASD and effective practices, we can address and mitigate the spread of misinformation.
Students with a specific learning disability (SLD) have various factors that contribute to their social, emotional and behavioral challenges.
Research has recently focused on how the Covid-19 pandemic has negatively affected the mental health of the population, especially amongst adolescents.
The more frequently and longer students spend time online, the lower the ratings of self-regulation in digital contexts. Yet, parental control and explicit teaching of digital skills can positively impact self-regulation.
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.
The change from onsite learning to online can cause students to lose motivation and efficiency in their learning. Having self-regulation skills and the use of preferred low or high-impact strategies can also affect student learning.
The spread of misinformation about Autism Spectrum Disorder (ASD) has rapidly increased amongst the general public in recent years. By preparing professionals to be critical of information about ASD and effective practices, we can address and mitigate the spread of misinformation.
Students with a specific learning disability (SLD) have various factors that contribute to their social, emotional and behavioral challenges.
Research has recently focused on how the Covid-19 pandemic has negatively affected the mental health of the population, especially amongst adolescents.
The more frequently and longer students spend time online, the lower the ratings of self-regulation in digital contexts. Yet, parental control and explicit teaching of digital skills can positively impact self-regulation.
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.
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