John Almarode's work centers on translating research in educational neuroscience, cognitive science, and educational psychology into practical strategies that can be used in schools and classrooms to enhance student learning outcomes. He has authored and co-authored numerous papers, reports, book chapters and books which help educators apply evidence-based instructional strategies to improve student engagement, motivation, and learning.

Through his work, John provides a bridge between research and everyday classroom practice, equipping educators with the tools and insights they need to foster deep and meaningful learning experiences for their students.

John works closely with John Hattie’s Visible Learning research, The Visible Learning® research base represents more than 2,103 meta-analyses comprising more than 132,000 studies involving more than 300 million students around the world. The Visible Learning research has identified more than 350 factors that influence student achievement.

John is the Co-Editor of the Sage Journal, Belonging.

Culturally Responsive Leadership & Teaching; Innovative Teaching K-12

My research activities include developing instructional materials for methods courses to help preservice teacher build students' mathematical identities. In addition I work with cooperating teachers and university supervisors through professional development meetings focused on inclusive teaching practices of mathematics. My research adds to the current body of research on mathematics teacher education by extending existing work on culturally responsive mathematics teaching, teaching mathematics for social justice and critical mathematics education. I'm also interested in tackling the problem of discrepancies between mathematics preservice teachers’ classroom and fieldwork experience.

I study the professional education and early career development of secondary science teachers. I seek to understand the experiences of secondary science teachers as they prepare to teach and during their initial years in the profession. Specifically, I am interested in the identity development and meaning-making of early career science teachers during their induction into the teaching profession. Who are our newest science teachers expected to be and who do they become in the classroom? What supports and thwarts their learning and development?

Supporting young children's healthy social-emotional development, the use of coaching and other effective/efficient professional development methods to enhance practitioner and caregiver capacity to implement a variety of evidence-based practices particularly around early communication, social-emotional development, and challenging behavior.