Effectively managing headteacher performance:final report.

This document is one of a set of reports about the study of the effective management of headteacher performance in schools in England. This report is the full report, including the executive summary; details about the framework and design of the study; a review of the international literature on performance management of senior leaders in education and related sectors; analysis of empirical data collected for the study; discussion of significant issuesarising from the analysis; and a summary of main findings and implications drawing on the analysis and review of literature.We recommend that you read all the reports to understand the research fully. These documents are available on from gov.uk. The complete set of reports includes the following: Research brief A summary of key areas for consideration by governors and those directly involved in the process of headteacher performance management. Full reportThe full report, including the executive summary; details about the framework and design of the study; a review of the international literature on performance management of senior leaders in education and related sectors; analysis of empirical data collected for the study; discussion of significant issues arising from the analysis; and a summary of main findings and implications drawing on the analysis and review of literature. Case Studies (Annexe A)Ten case studies drawn from the research to illustrate approaches to headteacher performance management in a variety of schools and school groups around England. Vignettes (Annexe B)Twelve examples of important research themes contextualised in specific school settings

The Politics of Commerce : The Congress of Chambers of Commerce of the Empire, 1886-1914

Peer reviewedPublisher PD

Power and knowledge-building in teacher inquiry: negotiating interpersonal and ideational difference

Professional collaboration in schools features prominently in contemporary approaches to educational change. Advocates highlight the importance of situated knowledge to continuous teacher learning, sustained school reform and improved student learning. Critics portray collaboration as an invisible and coercive means of official control. The framework presented in this paper aims to treat these perspectives not as ideological positions but as starting points for empirical investigation into the dynamics of power in professional collaboration. The framework draws on social semiotic theories of language and functional linguistics to portray the ways in which the development of ideas and the development of social relations ideational and interpersonal meaning move in concert. Excerpts from an in-depth study of interaction among science teachers and teacher-leaders in a secondary school undergoing broad reform illustrate the application of this framework. Attention to the dynamics of support and challenge in the most generative of these interactions reveals distinctive patterns of the negotiation of interpersonal and ideational meaning. These patterns of control provide a means of connecting the microprocesses of building knowledge with the broader dynamics of power at play in educational change

Chapter 1 The Legitimacy of Teachers in Entrepreneurship Education: What We Can Learn from a Literature Review

International audienc

Immunopathogenesis of membranous nephropathy: an update

International audienceMembranous nephropathy (MN) is a non-inflammatory organ-specific autoimmune disease which affects the kidney glomerulus, resulting in the formation of immune deposits on the outer aspect of the glomerular basement membrane, complement-mediated proteinuria, and severe renal failure in 30% of patients. In the last 10 years, substantial advances have been made in the understanding of the molecular bases of MN, with the identification of several antigens and predisposing genes in children and adults. These ground-breaking findings already have a major impact on diagnosis and monitoring and to some extent on therapies. However, there is evidence that the disease is more complex and involves a variety of antigen-antibody systems and genes involved in immune response, progression, recovery, and protective mechanisms. We herein review these recent findings which open new perspectives of research. Understanding the complex pathogenesis of MN will offer many opportunities for future therapeutic interventions and will hopefully have a major impact on patient care. New insights into the molecular mechanisms of MN may also enlighten the pathogenesis of organ-specific autoimmune diseases