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.
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
The results of this study suggest that brief and targeted one-to-one conversations occurring every class period result in statistically significant gains in student academic outcomes as measured by GPA. Specifically, students who were in the Intensive Studies course that included the brief, one-to-one conversations, called the MARIO intervention, showed higher GPA in core courses than students in the control Intensive Studies course.
Director of Scientific Affairs at Boston Strategic Partners
Author & Founder of Novak Education
Co-Founder & CEO of MARIO Education
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
Motivation Student-Teacher Relationships Student Effort This study explored the interaction between two critical topics: the personalities of language learners and the instructional motivational practices of
Cognitive Science Mind, Brain and Education (MBE) While awareness of Mind, Brain, and Education (MBE) and its implications for teaching practice is growing, many educators
Law & Policy, Professional Learning, Cultural Context This study explored teacher professional learning in Turkey by investigating the effects of principal leadership and teacher trust
Cultural Context, Self-Efficacy The conceptual scholarship on Culturally Responsive (CR) teaching identifies a key problem with its current implementation: schools have taken a “reductionist” approach—reducing
Interventions, Mental Health, Metacognition The reason for the study is to address the shortcomings of past studies in mental health interventions, which lacked stringent inclusion
Cognitive Science, Mental Health Teachers’ behaviors drive motivational climates that shape children’s engagement and well-being in the classroom. Still, few studies examine how specific teachers’
Interventions, Pedagogy Teaching writing skills allows students to interact in an ever-increasing digital world and more effectively communicate their ideas, share information, and gain new
Personalized Learning Mind and Brain Education Mental Health Children’s ability to learn effectively can be impacted by social and communication deficits and difficulties adapting to
Many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on the disappointment theory, this study aimed to
Inquiry-based learning has been regularly criticized by scholars who favor direct instruction. The authors in this paper push back on this sentiment by reviewing the
Motivation Student-Teacher Relationships Student Effort This study explored the interaction between two critical topics: the personalities of language learners and the instructional motivational practices of
Cognitive Science Mind, Brain and Education (MBE) While awareness of Mind, Brain, and Education (MBE) and its implications for teaching practice is growing, many educators
Law & Policy, Professional Learning, Cultural Context This study explored teacher professional learning in Turkey by investigating the effects of principal leadership and teacher trust
Cultural Context, Self-Efficacy The conceptual scholarship on Culturally Responsive (CR) teaching identifies a key problem with its current implementation: schools have taken a “reductionist” approach—reducing
Interventions, Mental Health, Metacognition The reason for the study is to address the shortcomings of past studies in mental health interventions, which lacked stringent inclusion
Cognitive Science, Mental Health Teachers’ behaviors drive motivational climates that shape children’s engagement and well-being in the classroom. Still, few studies examine how specific teachers’
Interventions, Pedagogy Teaching writing skills allows students to interact in an ever-increasing digital world and more effectively communicate their ideas, share information, and gain new
Personalized Learning Mind and Brain Education Mental Health Children’s ability to learn effectively can be impacted by social and communication deficits and difficulties adapting to
Many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on the disappointment theory, this study aimed to
Inquiry-based learning has been regularly criticized by scholars who favor direct instruction. The authors in this paper push back on this sentiment by reviewing the
Curious how MARIO Education can enhance your school’s advisory or learning support programs? Schedule a no-obligation demo with our team and discover how our innovative tools and 1-to-1 learning conversations can elevate student success and well-being in your school. Book your demo today!