Purpose The primary aim of this review was to identify environmental irritants known to trigger chronic cough through the life span and develop a comprehensive clinically useful irritant checklist. ...Method A scoping review was conducted using the Preferred Reporting Items for Systematic Review and Meta-Analysis Extension for Scoping Reviews, checklist, and explanation. English-language, full-text resources were identified through Medline, PsycINFO, SPORTDiscus, Web of Science, and ProQuest Dissertations and Theses Global. Results A total of 1,072 sources were retrieved; of these, 109 were duplicates. Titles of abstracts of 963 articles were screened, with 295 selected for full-text review. Using the exclusion and inclusion criteria listed, 236 articles were considered eligible and 214 different triggers were identified. Triggers were identified from North America, Europe, Africa, Asia, and Australia. Occupational exposures were also delineated. Conclusions A clinically useful checklist of both frequently encountered triggers and idiosyncratic or rare triggers was developed. The clinical checklist provides a unique contribution to streamline and standardize clinical assessment of irritant-induced chronic cough. The international scope of this review extends the usefulness of the clinical checklist to clinicians on most continents.
Academic libraries and graduate schools have a variety of workflows and practices for creating and disseminating metadata for electronic theses and dissertations (ETDs). A survey of United States ...academic institutions in the fall of 2017 addressed the lifecycle of ETDs and their metadata, including policy setting, metadata creation, and access. Participants from 137 institutions, both public and private, were sent the 23-question survey that contained a combination of qualitative and open-ended questions. This survey helped to identify trends and will expand the ETD literature with its comparison of policies, workflows and practices of ETD metadata.
This study reports on a meta‐analysis on the effectiveness of corrective feedback in second language acquisition. By establishing a different set of inclusion/exclusion criteria than previous ...meta‐analyses and performing a series of methodological moves, it is intended to be an update and complement to previous meta‐analyses. Altogether 33 primary studies were retrieved, including 22 published studies and 11 Ph.D. dissertations. These studies were coded for 17 substantive and methodological features, 14 of which were identified as independent and moderator variables. It was found that (a) there was a medium overall effect for corrective feedback and the effect was maintained over time, (b) the effect of implicit feedback was better maintained than that of explicit feedback, (c) published studies did not show larger effects than dissertations, (d) lab‐based studies showed a larger effect than classroom‐based studies, (e) shorter treatments generated a larger effect size than longer treatments, and (f) studies conducted in foreign language contexts produced larger effect sizes than those in second language contexts. Possible explanations for the results were sought through data cross‐tabulation and with reference to the theoretical constructs of SLA.
In trying to juggle the various priorities of doctoral study, many individuals struggle. From gathering data, preparing papers and organising projects, to the less obvious difficulties of time ...management and personal development, doctoral researchers are heavily tasked. In addition to this, those undertaking practitioner research face the complication of negotiating a less traditional research setting.
As a guide to this ongoing, often neglected aspect of doctoral research, the authors of this innovative book explore in detail the challenges faced by doctoral researchers conducting practitioner research today. They show that the special nature of this research and the conditions in which the professional researcher works raise questions about producing new knowledge at work through research. This affects everything: relationships with practice; ethics; the ways that they are taught and supervised; the genre of the thesis; all place practitioners in situations which may not methodologically align with conventional approaches.
In this book the authors take the opportunity to explore these themes in an holistic and integrated way in order to develop a sense of methodological coherence for the practitioner researcher at doctoral level. In doing so, the authors argue for what is possible, suggesting that universities should critically examine practitioner doctorates to accommodate new forms of knowledge formation.
As an invaluable guide through doctoral research, this book will be essential reading for both doctoral researchers and supervisors alike, as well as practitioner researchers working in professional settings more generally and those engaging in policy debates about doctoral research.
Pat Drake is Senior Lecturer in Education at the University of Sussex, UK.
Linda Heath is Senior Lecturer in the Business School at the University of Brighton, UK.
@contents: 1. Introduction 2. Professional doctorates. What are professional doctorates? Who undertakes practitioner research at doctoral level? The production of knowledge on a doctorate. 3. Relationship between doctoral research and professional life. Power and professional settings. Inhabiting the hyphens. Becoming practitioner-researcher. 4. Approaching grounded methodology. Methodological attitude to enquiry. What does validity mean in practitioner research? Putting oneself in the frame. Becoming reflexive. 5. Thinking about ethical considerations. Background to ethical processes. Professional ethics. Research ethics. Situational ethics and complications for insider researchers. 6. What does doctoral pedagogy bring to practitioner research? Researcher identity. Expanded learning and constructing new knowledge. Learning and work. What does learning to do research entail? 7. The shaping of doctoral knowledge and supervision. Aligning of academic and professional knowledge. Supervisors’ academic and professional knowledge and experience. Perceptions of professional doctorates and impact on supervision. Training of supervisors and training for supervisors. Implications for supervision of expanded higher education. 8. Impact of doctoral research and researcher identity. What is a research degree for? Impact and public service policy. Universities claims. Impact in relation to practice. Shaping researcher identity. 9. Integrating academic and professional knowledge. Creating new knowledge. Becoming author. Writing reflexivity.
"Throughout the book, the authors clearly identify the complexities of conducting research in one’s own professional setting, the challenges of making the everyday ‘problematic’, reflecting critically on practice with which one – and others – are engaged, and continuing to work successfully within the setting. They acknowledge the political influences that inform professional research and the doctoral researcher, and relationships with colleagues who are also part of the research setting. However, Drake and Heath believe that this also brings a uniqueness to the research because the researcher is working from a unique perspective." - Gwyneth Owen-Jackson, Higher Education Review 2012
The Russo–Williamson thesis maintains that establishing a causal claim in medicine normally requires establishing both a correlation and a mechanism. In this paper, I present a dilemma for defenders ...of this thesis: a strong version of the thesis requires denying a plausible counterexample, but as the thesis is weakened, its defenders must give up their favoured account of the explanatory role of causal claims in medicine. I appeal to some recent work in epistemology on infallibilism to propose a way out of this dilemma, where this way out requires neither denying the plausible counterexample nor giving up the favoured account. I think this shows that even apparently abstract debates in epistemology can provide resources that may help to resolve debates in the philosophy of science and medicine.
This paper reports on a cross-disciplinary study of the rhetorical structure of Three Minute Thesis (3MT) presentations, an increasingly popular yet largely unexamined academic speech genre. The ...study analyzed a corpus of 142 presentations by PhD students from four disciplines chosen to operationalize two widely discussed disciplinary distinctions (i.e., hard vs. soft and pure vs. applied disciplines). The analysis identified eight distinct rhetorical moves in the 3MT presentations, including six obligatory moves (i.e., Orientation, Rationale, Purpose, Methods, Implication, and Termination) and two optional ones (i.e., Framework and Results). Further analyses revealed statistically significant associations between disciplinary affiliation and the likelihood to employ three moves (i.e., Framework, Methods, and Results). These relationships are explained in terms of the dominant epistemological codes at work in the different disciplines. The findings have important implications for graduate students, 3MT tutors, EAP instructors, and other academics involved in preparing PhD students for 3MT competitions and teaching spoken academic discourse in general.
Dissertations can be important sources of information about the future of a research field. These publications capture the ideas, theories, methods, and populations that emerging researchers deem ...important for study. Dissertation research often exhibits great rigor and innovation. This study of dissertations focuses on one specific field, which has importance in a large variety of academic disciplines: information behavior. An analysis of a sample of information behavior dissertations published in ProQuest Dissertations and Theses between 2009 and 2018 is performed. The top theories, methods, and study populations are identified using data functions to compile the results. While the majority of information behavior research originates in the discipline of library and information science (53%), the field is nonetheless highly interdisciplinary. The theories of Kuhlthau, Dervin, and Wilson are used extensively as frameworks in information behavior dissertations. Students are the most commonly studied population, while interview is the most commonly utilized research method. Information behavior is a diverse research field, stemming from a large number of disciplines and utilizing a broad group of theories, methods, and populations.
This article describes the incorporation of a pitch presentation early in a Doctor of Education (EdD) program to help pre-candidacy students develop a dissertation in practice topic that has the ...support of their workplace supervisor in the K-12 or higher education setting. Twenty participating EdD students conducted presentations to “pitch” their study idea to their workplace supervisors, who provided feedback and suggested adjustments to the research plan. Students reflected on the experience of preparing for, conducting, and receiving feedback on their pitch. Qualitative data analysis indicated students gained increased clarity and organization around their topic, as well as higher motivation.
The purpose of this article is to provide an overview of some of the principles of data analysis used in qualitative research such as coding, interrater reliability, and thematic analysis. I focused ...on the challenges that I experienced as a first-time qualitative researcher during the course of my dissertation, in the hope that how I addressed those difficulties will better prepare other investigators planning endeavors into this area of research. One of the first challenges I encountered was the dearth of information regarding the details of qualitative data analysis. While my text books explained the general philosophies of the interpretive tradition and its theoretical groundings, I found few published studies where authors actually explained the details pertaining to exactly how they arrived at their findings. Some authors even confirmed my own experience that few published studies described processes such as coding and methods to evaluate interrater reliability. Herein, I share the sources of information that I did find and the methods that I used to address these challenges. I also discuss issues of trustworthiness and how matters of objectivity and reliability can be addressed within the naturalistic paradigm.
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