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Research That Matters to Educators

The MARIO Framework: Why It Works

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.

Neuroscience

Neuroscience

Exciting new neuroscience research shows how one-to-one conversations like those in The MARIO Framework transform the neurophysiology of the speakers, strengthening the junctions between different regions of their brains.
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Medical Research

Medical Research

Insights from medicine inform our emphasis on the relationship between educator and learner. It’s grounded in how “exceptional potential” arises from the careful listening of the medical practitioner to the patient.
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Design Thinking

Design Thinking

Knowledge from design thinking informs our iterative, student-centered approach to goal setting and outcomes improvement.
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Ecological Systems Theory

Ecological Systems Theory

Ecological systems theory sets the context in which we measure our learners’ progress by cultivating their self-awareness.
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Psychology

Psychology

Psychology, particularly research in sociolinguistics, reveals how MARIO’s one-to-one learning facilitates the best outcomes via a flexible combination of educational psychology paradigms.
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Rooted
in Research

Rooted in Research

MARIO Education focuses on what matters most: improving the quality of school relationships through impactful student-teacher conversations.

Psychology

Design Thinking

Medicine

Neuroscience

Explore Our Peer-Reviewed 6-Year Study

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.

Read the study

Emily Farrar

Director of Scientific Affairs at Boston Strategic Partners

Dr. Katie Novak

Author & Founder of Novak Education

Philip Bowman

Co-Founder & CEO of MARIO Education

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Our Supporting Academic Researchers

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.

Andrew Markelz

Ball State University

Salena Babb

Penn State University

Naomi Church

Growing Minds Consulting, LLC

Patrick LaCount, PhD

Practical Psychological Services

Dr. Kathleen M. Randolph, BCBA-D

University of Colorado, Colorado Springs

Renée E. Lastrapes, PhD

University of Houston-Clear Lake

Salena Babb

Penn State University

Julie Christine Wharton

University of Winchester

Patrick LaCount, PhD

Practical Psychological Services

Daniel Östlund

Kristianstad University, Faculty of Education

Renée E. Lastrapes, PhD

University of Houston-Clear Lake

Lotta Anderson

Malmö University

Julie Christine Wharton

University of Winchester

Johanna Lüddeckens

Linneaus University

Daniel Östlund

Kristianstad University, Faculty of Education

Grace C Fantaroni

Point Loma Nazarene University

Lotta Anderson

Malmö University

Kelly-Ann Allen

Monash University

Get The Latest Education Research

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

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The Impact of Three-Tiered Intervention Models on Teacher Well-Being

April 27, 2022

Tiered prevention models to promote student learning outcomes have been evidenced to support educator well-being with teachers demonstrating self-efficacy and reduced levels of burnout relative to national norms. This suggests that the implementation of tiered systems could facilitate greater teacher efficacy and well-being as they feel more capable of meeting the educational needs of a diverse range of learners.

Taking a Dive into Identifying Reading Disabilities

April 27, 2022

The process of identifying reading disabilities and the interpretation of data around the identification of reading disabilities can be inconsistent and conflicting, as they will depend on who is in charge of the process and their training. Since there is considerable variation in the process of identifying reading disabilities, learning support teachers need to not only use current evidence-based and comprehensive assessments to identify and diagnose reading disabilities in a timely manner, but they also need to administer the appropriate interventions for learners to achieve educational success.

Science, Technology, Engineering, Arts, and Mathematics Remote Instruction for Students With Disabilities

April 27, 2022

Over the past decade, we’ve seen a general increase in science, technology, engineering, the arts, and mathematics (STEAM) education as well as making it more inclusive by supporting students with learning disabilities (LD) and/or emotional behavioral disorder (EBD). There are a number of tools and resources available for teachers for maximizing remote instruction to make sure that all students are given equitable opportunities in STEAM education.

Teacher Self-Esteem and Self-Efficacy in Times of COVID-19

April 27, 2022

The importance of relationships, and in particular those in school settings, is a theme that has begun to come to the forefront in the past year due to the COVID-19 pandemic. Cataudella et al. (2021) from the University of Cagliari in Italy investigated how the pandemic has affected teachers’ self-esteem and self-efficacy while trying to maintain meaningful relationships with their students.

12 Effective Behaviors Used by Early Childhood Coaches

April 27, 2022

Experienced Early Childhood (EC) coaches whose interactions with teachers were recorded across a period of two years showed a range of coaching behaviors that were consistent with those that have been established as key practices in the existing literature. Analyses of these conversations revealed six predominant themes in the work and beliefs of experienced EC coaches.

Research-Based Game Design for Serious Games

April 27, 2022

It is very easy to gamify or incorporate games (virtual or otherwise) into a lesson plan to improve learning and/or motivate learners to be engaged. How can we ensure that they not only improve learning but cause learning as well?

The Impact of Three-Tiered Intervention Models on Teacher Well-Being

April 27, 2022

Tiered prevention models to promote student learning outcomes have been evidenced to support educator well-being with teachers demonstrating self-efficacy and reduced levels of burnout relative to national norms. This suggests that the implementation of tiered systems could facilitate greater teacher efficacy and well-being as they feel more capable of meeting the educational needs of a diverse range of learners.

Taking a Dive into Identifying Reading Disabilities

April 27, 2022

The process of identifying reading disabilities and the interpretation of data around the identification of reading disabilities can be inconsistent and conflicting, as they will depend on who is in charge of the process and their training. Since there is considerable variation in the process of identifying reading disabilities, learning support teachers need to not only use current evidence-based and comprehensive assessments to identify and diagnose reading disabilities in a timely manner, but they also need to administer the appropriate interventions for learners to achieve educational success.

Science, Technology, Engineering, Arts, and Mathematics Remote Instruction for Students With Disabilities

April 27, 2022

Over the past decade, we’ve seen a general increase in science, technology, engineering, the arts, and mathematics (STEAM) education as well as making it more inclusive by supporting students with learning disabilities (LD) and/or emotional behavioral disorder (EBD). There are a number of tools and resources available for teachers for maximizing remote instruction to make sure that all students are given equitable opportunities in STEAM education.

Teacher Self-Esteem and Self-Efficacy in Times of COVID-19

April 27, 2022

The importance of relationships, and in particular those in school settings, is a theme that has begun to come to the forefront in the past year due to the COVID-19 pandemic. Cataudella et al. (2021) from the University of Cagliari in Italy investigated how the pandemic has affected teachers’ self-esteem and self-efficacy while trying to maintain meaningful relationships with their students.

12 Effective Behaviors Used by Early Childhood Coaches

April 27, 2022

Experienced Early Childhood (EC) coaches whose interactions with teachers were recorded across a period of two years showed a range of coaching behaviors that were consistent with those that have been established as key practices in the existing literature. Analyses of these conversations revealed six predominant themes in the work and beliefs of experienced EC coaches.

Research-Based Game Design for Serious Games

April 27, 2022

It is very easy to gamify or incorporate games (virtual or otherwise) into a lesson plan to improve learning and/or motivate learners to be engaged. How can we ensure that they not only improve learning but cause learning as well?

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