Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Designing Student Success Systems Intentionally: How Warwick Public Schools and Panorama Bridge the Gap with Co-Designed Technical Solutions |
| Γλώσσα: |
English |
| Συγγραφείς: |
Beth Cocuzza, Sierra Noakes, Chioma Aso-Hernandez, Lisa Goldschmidt, Kathleen Bennett, Digital Promise |
| Πηγή: |
Digital Promise. 2026. |
| Διαθεσιμότητα: |
Digital Promise. 1001 Connecticut Avenue NW Suite 935, Washington DC 20036. Tel: 202-450-3675; e-mail: contact@digitalpromise.org; Web site: https://digitalpromise.org/ |
| Peer Reviewed: |
N |
| Page Count: |
28 |
| Ημερομηνία έκδοσης: |
2026 |
| Τύπος εγγράφου: |
Reports - Evaluative |
| Descriptors: |
Public Schools, Partnerships in Education, Educational Technology, Technology Uses in Education, School Districts, Data Use, Intervention, Artificial Intelligence, Multi Tiered Systems of Support, Learning Management Systems, Organizational Learning, Program Implementation, Models, Faculty Development |
| Γεωγραφικοί όροι: |
Rhode Island |
| Περίληψη: |
This case study examines the collaborative co-design partnership between Warwick Public Schools and Panorama Education to develop more responsive, scalable student success solutions. Recognizing that traditional edtech often fails to align with the unique workflows of educators, the project utilized user-centered design principles to bridge the gap between technological potential and daily classroom practice. By prioritizing equity of voice and shared values, district and vendor teams transformed their relationship from a standard vendor-client transaction into a deep, data-driven partnership focused on actionable insights. The collaboration empowered school staff to more effectively leverage data for targeted interventions, ultimately ensuring that technology serves as a proactive tool rather than a passive administrative burden. This work provides a scalable blueprint for districts nationwide, demonstrating that when educators and providers co-create solutions, they can better prioritize equitable student success and long-term graduation outcomes. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Αριθμός Καταχώρησης: |
ED682390 |
| Βάση Δεδομένων: |
ERIC |