The hospitalization of childbirth and maternal care in Sweden is from an international perspective quite unique. It was implemented already in the beginning of the 20th century and fully mainstreamed by the 1960’s. This essay examines the professional discussions of midwives and doctors as depicted in their union’s membership papers, during the hospitalization period. The hospitalization of childbirths presented a shift in responsibility and power from the midwives to the doctors, which has lead previous research to analyse this development as a clear conflict of professional interest. I will argue however that the professional frictions came later, as the midwife profession grew stronger as a collective, and were not so much present in the actual making. This essay investigates why, and touches upon class and gender divergences as explanatory factors. My findings are in part that the overtaking was more elaborate from the doctor’s point of view than the midwives. Through undermining the midwives professional competence, denying them necessary resources and advocating their superiority in the midwives internal debates, the doctor’s managed to steer the development of hospitalization and establish the hierarchy that followed. Today’s lively and sometimes infectious debate on the organization of childbirth and maternal care highlights the necessity for a deeper historical understanding and background to the indeed different positions midwives and doctors take in this regard.

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Syftet med denna studie har varit att undersöka nyblivna prästers yrkesidentiteter. För att besvara syftet har en intervjustudie med fem nyblivna präster gjort. Intervjuerna har i huvudsak behandlat pastorsadjunkternas upplevelser av att vara nyblivna präster. Teorin som använts behandlar socialisation och yrkessocialisation. Peter L. Berger och Thomas Luckmann (1979) skriver att socialisationsprocesser startar så snart barnet föds och pågår sedan resten av livet. Socialisationen syftar i första hand till att utveckla en personlighet hos individen och att fostra denne till att bli en god samhällsmedborgare. Under livets gång genomgår individen socialisationsprocesser som vidareutvecklar dennes personlighet så att hon eller han passar in i olika samhällsgrupperingar, till exempel i skola och arbetsliv. Olika grupperingar kan ha olika identifikationsgrunder, såsom exempelvis olika samhällsklasser eller yrkesgrupper. Per Lauvås och Gunnar Handal (2001) skriver att yrkessocialisation leder till medlemskap i en specifik yrkesgrupp. Genom att ta till sig yrkesgruppens värderingar, normer, beteenden och handlingsmönster blir individen en del av yrkeskåren.I resultat och analys har framkommit att nyblivna prästers yrkesidentiteter fogas samman av ett flertal aspekter. Dessa är Kyrklig bakgrund. Prästutbildning och handledning. Varierande och människoorienterat yrke. Prästuppgifterna är förenade med känslor och positiva egenskaper. Att arbeta i Svenska kyrkan. Regler och fördomar. Övning ger färdighet. Prästers alternativa planer.Kyrkan finns internaliserad i relativt tidig ålder hos alla pastorsadjunkterna.Yrkesidentitetskonstruktion påverkas av flera dimensioner: individ, grupp/organisation och samhälle. Därmed påverkas nyblivna prästers yrkesidentiteter av en mängd olika intryck.Även församlingen är del av prästens yrkesidentitet. Det är svårt att formalisera yrkespraktik i utbildning så att nyblivna präster känner sig till fullo redo vid intåg i arbetslivet.Därför är handledning och annan yrkesintroduktion är värdefullt för nyblivna präster.Prästers arbete är av sådan karaktär att den nyblivne prästen måste agera på eget initiativ för att situationen kräver det. Derasyrkesidentiteter är därför mer individuellt förankrade än kollektiva.Präster har krav på sig som sträcker sig utanför yrkesrollendå denne måsteagera på samma sätt privat som i tjänsten för att fullgöra sina vigningslöften.En viktig del i prästens identitet är den kristna läran och att förkunna evangelium. Pastorsadjunkterna har dock i sin individuella yrkesidentitetskonstruktion lagt in egna värdeord såsom att förmedla hopp, gemenskap, öppenhet och godhet.

This research explores the course of and teachers' access to In-service Training (INSET), principally in the United Kingdom (England and Wales), and to a minor extent in Colombia. Within the UK context, a first focus concerns the history, developing theories and policies behind the Continuing Professional Development (CPD) of teachers. It concentrates especially on the period after the Educational Reform Act (ERA) 1988 and the introduction of the National Curriculum (NC). A second focus targets cases in various regions, at both, institutional (Local Education Authorities (LEAs), schools, etc) and individual (advisers, etc) levels. It explores how INSET works in practice. A multi-method approach consisting of questionnaires, interviews, observation and documentary analysis help to give a detailed picture of the situation of INSET/CPD for teachers (e. g., Modem Foreign language, and other subject areas. ) during the period covered by this research (1995-1999). The institutions (e. g. LEAs, etc. ) as providers of INSET, and the schools and teachers as clients of the service makes the relationships between providers, clients, and the Central government a principal theme. Some relevant issues arose from this, e. g., some implicit tensions between LEAs and University Departments of Education (UDES) as competitors in the provision of INSET. Some apprehension was also identified among some of the providers of the service (e. g., LEAs and HEI especially)) concerning the Teacher Training Agency's (TTA) administration and INSET, etc. Also, teachers appeared to feel threatened by strict regulations and surveillance as a consequence of the NC and the ERA 1988. The findings show, among other things, an increasing number of opportunities for teachers' access to INSET in the UK. Parallel to this, the profession faces some diminished local flexibility regarding allocation, funding, and actual provision of CPD, given that the indicators and criteria are sometimes established at a distance, e. g., by the TTA, or by the politicians. Teachers' freedom to determine their own preferred INSET has been progressively limited by bureaucratic and financial constraints, which allow for rare secondment and little sponsorship to undertake award bearing courses. On the other hand, a more school-based training has become available. This important development, however, can put teachers, middle and senior management in schools under pressure due to a lack of funding, heavy workloads, lack of professional input from outside speakers, etc. SBI can leave them out of context (e. g., scientific knowledge and advances as schools do not deal with this focus themselves. The thesis concludes with a brief discussion of the situation of INSET in Colombia after the 4 latest reforms occurredi n the last decade. Somep ossiblef uture developmentsfo r INSET are derived by implication from the UK study and will be possibly implemented at two different stages and levels through top-down (T), bottom-up (B), and interactional (I) modes, i. e., a possible Colombian Teacher Training Agency (TTA), and the structural reform of the Office for Enrolment and Promotion (OFEREP) towards a General Teaching Council (GTC) at a first stage; a widespreadi ntroduction of School-basedIN SET (SBI) coupled with an emerging developmental( bottom-up (B)) mode of INSET involving AR, at a second stage. Discussion of these proposals takes account of difficulties of adaptation and cultural transfer.

This thesis explores the ways in which American and Canadian neurosurgeons fashioned their professional identity in the period between 1919 and 1950. This dissertation is an exploration of the ways in which American and Canadian neurosurgeons fashioned their professional identity in the formative period of the specialty’s history. Part I argues that an ethos of elitism and exclusionism structured the cultural landscape of the specialty and was reflected in the membership policy of the Society of Neurological Surgeons and the Harvey Cushing Society, which screened for certain moral and professional values. The meetings of the societies opened with surgical performances designed to encourage particular technical practices, to negotiate and standardize procedures, and to demonstrate the prowess of the neurosurgeon. In theatrical performances at these meetings the neurosurgeons also created a distinctive type of masculinity, which was inflected with a feminine resonance. Part II outlines the extraordinary professional success of the neurosurgeons in the 1930s and 1940s when they assumed leadership of neurological institutes. Wilder Penfield’s effort to build such an institute in Montreal led him to challenge the authority of clinical neurologists by claiming therapeutic superiority and by engineering a public debate about the future of these related specialties. Jurisdictional disputes between neurosurgeons and neurologists played out in animated rhetorical performances at the meetings of professional societies and illustrate the divergent ways in which these specialists envisioned medical specialization. Neurosurgeons cleaved neurology along therapeutic lines, while neurologists, attempting to regain conditions lost to neurosurgeons and psychiatrists, sought authority over all organic and functional disorders. Part III charts the neurosurgeons’ growing authority in popular culture. Although popular representations testify to an increasing glamorization of brain surgeons over the first half of the twentieth century, these narratives reveal culturally contingent tensions. The ideal cure for brain tumors was portrayed as medical, not surgical, while the public expressed an ambivalent reaction to the violence to both body and mind that brain surgery appeared to threaten.

This study investigated elementary mathematics coaching from the point of view of two coaches, five elementary classroom teachers, and two principals in an urban school board in Ontario. Case studies were conducted of the two coaches and their work with their respective teachers. Qualitative data was collected through a series of ongoing observations of both teachers and coaches. Additionally, interviews were conducted near the beginning and end of the study with each coach, teacher, and principal. The teaching experience of the teachers in the study ranged from three to seventeen years and from kindergarten through grade five. The coaching program in the school board was in its fourth year of implementation. One coach had been working as a coach since the inception of the program and the other was in her third year of coaching. Evidence from the study leads to six major findings: (1) all participants indicated that engaging in coaching brought about change in the teachers’ classroom practices; (2) all participants were unable to clearly define a change in student learning due to coaching; (3) trusting and collaborative relationship between teachers and coaches is important to teacher engagement in coaching; (4) co-teaching and model lessons are the coaching structure with most impact; (5) time is the major barrier to coaching; (6) high quality professional development designed to meet the coaches’ learning needs and the existence of a coaching network to offer support are fundamental to sustaining a coaching program over time. Implications from this study suggest that coaching programs that include an emphasis on collaboration through reflective discussion and co-teaching are likely to bring about identifiable changes in teacher practice. School boards will need to find ways to ease the challenges that time presents to working with a coach in order for the changes to spread across the district. This study suggests that it is imperative that school boards identify and provide quality professional development to their coaches in order to sustain the changes that occur in practice. Suggestions for stakeholders implementing coaching programs and future research on coaching are included at the end of the study.

This thesis explores the ways in which American and Canadian neurosurgeons fashioned their professional identity in the period between 1919 and 1950. This dissertation is an exploration of the ways in which American and Canadian neurosurgeons fashioned their professional identity in the formative period of the specialty’s history. Part I argues that an ethos of elitism and exclusionism structured the cultural landscape of the specialty and was reflected in the membership policy of the Society of Neurological Surgeons and the Harvey Cushing Society, which screened for certain moral and professional values. The meetings of the societies opened with surgical performances designed to encourage particular technical practices, to negotiate and standardize procedures, and to demonstrate the prowess of the neurosurgeon. In theatrical performances at these meetings the neurosurgeons also created a distinctive type of masculinity, which was inflected with a feminine resonance. Part II outlines the extraordinary professional success of the neurosurgeons in the 1930s and 1940s when they assumed leadership of neurological institutes. Wilder Penfield’s effort to build such an institute in Montreal led him to challenge the authority of clinical neurologists by claiming therapeutic superiority and by engineering a public debate about the future of these related specialties. Jurisdictional disputes between neurosurgeons and neurologists played out in animated rhetorical performances at the meetings of professional societies and illustrate the divergent ways in which these specialists envisioned medical specialization. Neurosurgeons cleaved neurology along therapeutic lines, while neurologists, attempting to regain conditions lost to neurosurgeons and psychiatrists, sought authority over all organic and functional disorders. Part III charts the neurosurgeons’ growing authority in popular culture. Although popular representations testify to an increasing glamorization of brain surgeons over the first half of the twentieth century, these narratives reveal culturally contingent tensions. The ideal cure for brain tumors was portrayed as medical, not surgical, while the public expressed an ambivalent reaction to the violence to both body and mind that brain surgery appeared to threaten.

This study investigated elementary mathematics coaching from the point of view of two coaches, five elementary classroom teachers, and two principals in an urban school board in Ontario. Case studies were conducted of the two coaches and their work with their respective teachers. Qualitative data was collected through a series of ongoing observations of both teachers and coaches. Additionally, interviews were conducted near the beginning and end of the study with each coach, teacher, and principal. The teaching experience of the teachers in the study ranged from three to seventeen years and from kindergarten through grade five. The coaching program in the school board was in its fourth year of implementation. One coach had been working as a coach since the inception of the program and the other was in her third year of coaching. Evidence from the study leads to six major findings: (1) all participants indicated that engaging in coaching brought about change in the teachers’ classroom practices; (2) all participants were unable to clearly define a change in student learning due to coaching; (3) trusting and collaborative relationship between teachers and coaches is important to teacher engagement in coaching; (4) co-teaching and model lessons are the coaching structure with most impact; (5) time is the major barrier to coaching; (6) high quality professional development designed to meet the coaches’ learning needs and the existence of a coaching network to offer support are fundamental to sustaining a coaching program over time. Implications from this study suggest that coaching programs that include an emphasis on collaboration through reflective discussion and co-teaching are likely to bring about identifiable changes in teacher practice. School boards will need to find ways to ease the challenges that time presents to working with a coach in order for the changes to spread across the district. This study suggests that it is imperative that school boards identify and provide quality professional development to their coaches in order to sustain the changes that occur in practice. Suggestions for stakeholders implementing coaching programs and future research on coaching are included at the end of the study.