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• W2890916530 abstract "This chapter explores how two clinical practice professions—teaching and medicine—have approached the improvement of practice and client outcomes through various forms of collaborative inquiry among frontline practitioners. It focuses on conceptualization of collaborative inquiry to include additional forms of evidence of client responses to practice to be examined in collaborative inquiry. The chapter provides high-level descriptions of six collaborative inquiry designs in use in the education field, paying special attention to how evidence is collected and used in each design. It also explores six designs to describe a broad range of approaches to collaborative inquiry: lesson study, teacher rounds, instructional data teams, teacher study groups, adaptive positive deviance approach, and inquiry teams. Quality improvement teams in medicine are groups of individuals brought together to undertake specific initiatives to improve the quality, effectiveness, equity, efficiency, and safety of patient care in clinical settings such as hospitals, networks, or clinics." @default.
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• W2890916530 date "2018-09-14" @default.
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• W2890916530 title "Managing Collaborative Inquiry for Continuously Better Practice" @default.
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• W2890916530 doi "https://doi.org/10.1002/9781119128304.ch10" @default.
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