Our Supporting Academic Researchers
These academic researchers support our mission to help bridge the gap between educational researchers and practitioners, especially in relation to the field of special education. Together with the MARIO Framework, they are committed to empowering and inspiring more teacher-researchers.
Garry Hornby
Emeritus Professor, University of Plymouth
Sarah Woulfin
University of Texas Austin
Sue Walker
School of Early Childhood and Inclusive Education, Queensland University of Technology
Glennda McKeithan
University of Kansas
Britney L Jones
University of Connecticut
Dario Ianes
University of Bolzano Italy
Yazeed Alnasser
King Saud University
Jukka Vetoniemi
Valteri Centre for Learning and Consulting
Ann-Louise Ljungblad
Department of Education and Special Education, University of Gothenburg
Robert L Hendren
University of California, San Francisco
Eddie Denessen
Leiden University
Nicole Hurless
Tarleton State University
Andrew Markelz
Ball State University
Naomi Church
Growing Minds Consulting, LLC
Dr. Kathleen M. Randolph, BCBA-D
University of Colorado, Colorado Springs
Salena Babb
Penn State University
Patrick LaCount, PhD
Practical Psychological Services
Renée E. Lastrapes, PhD
University of Houston-Clear Lake
Julie Christine Wharton
University of Winchester
Daniel Östlund
Kristianstad University, Faculty of Education
Lotta Anderson
Malmö University
Johanna Lüddeckens
Linneaus University
Grace C Fantaroni
Point Loma Nazarene University
Kelly-Ann Allen
Monash University
The MARIO Framework: Why It Works
The MARIO Framework is founded on what science has revealed about learning – including disciplines concerning the whole person and the ways we gain mastery.
Neuroscience
In neuroscience, exciting new research shows how one-to-one conversations like those in the MARIO Framework transform the neurophysiology of the conversationalists, strengthening the junctions between different regions of their brains.
Medical Research
Insights from medicine inform the MARIO emphasis on the expert/learner relationship, grounded in how “exceptional potential” arises from careful listening of the medical practitioner to the patient.
Design Thinking
Knowledge from Design Thinking informs the iterative, student-centered approach to goal setting and outcomes improvement.
Ecological Systems Theory
Ecological systems theory sets the context for learner progress – filtered and focused via the cultivation of self-awareness.
Psychology
Psychology, particularly research in sociolinguistics, reveals how the one-to-one learning of MARIO facilitates the best outcomes via a flexible combination of educational psychology paradigms.
