A raw, uplifting story from one of the most important hidden figures in track and field history. When Pauline Davis first began to run, it wasn't with any thought of future Olympic glory. A product of the poor neighborhood of Bain Town in The Bahamas, she carried the family's buckets every day to fetch fresh water-and ran sideways, sprinting barefoot from bullies, to get the buckets of water home without spilling. But when a seasoned track coach saw Pauline sprinting, he saw the heart of a champion. In Running Sideways, Pauline Davis shares her inspiring story. Born and raised in the ghetto, Pauline fought through poverty, inequality, racism, and political machinations from her own country to beat the odds and become a two-time Olympic gold medalist, the first individual gold medalist in sprinting from the Caribbean, the first woman of color on the World Athletics council, and a central figure in the Russian anti-doping campaign. A casualty herself of the doping plague that hit track and field-she wouldn't be awarded her individual gold medal until after Marion Jones was infamously stripped of her medals for doping-Pauline dedicated her years on the World Athletics council to clean sport and fair play. Running Sideways is a book about determination, faith, focus, and an incredible will to succeed. It's about a trailblazer in women's sports, not just in The Bahamas, not just in track and field, but on the global stage.

This guide aims to help staff in mainstream schools and support services to develop more inclusive teaching practices, not only for children with visual impairment but for all children, whether or not they are classified as having special educational needs. The book's context and the examples provided are all related to the teaching of children with visual impairment. However, many of the issues discussed apply more widely. The book provides the means for whole school, small group and individual teacher development, and includes a framework that encourages critical reflection on teaching practices regarding the inclusion of a child or children with visual impairment within a mainstream setting.

First Published in 2003. This book provides guidance to teachers, teaching assistants, service staff, parents and other professionals regarding the inclusion of children with visual impairments in mainstream primary schools. Rich and detailed case studies of inclusion in four schools are used to enable the development of an understanding that is grounded in the contexts and circumstances of real schools. Whilst focus is on children with visual impairments, many of the themes running through the book hold resonance in relation to thinking about the inclusion of other children with special educational needs.

Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course.

Edited by Miriam David, the Associate Director of the ESRC s highly successful Teaching and Learning Research Programme, with contributions from the seven projects on Widening Participation in Higher Education (viz Gill Crozier and Diane Reay; Chris Hockings; Alison Fuller and Sue Heath; Anna Vignoles; Geoff Hayward and Hubert Ertl; Julian Williams and Pauline Davis; Gareth Parry and Ann-Marie Bathmaker), this book provides clear and comprehensive research evidence on the policies, processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy.

Improving Learning by Widening Participation in Higher Education also considers:

• the changing UK policy contexts of post-compulsory education;
• how socio-economically disadvantaged students raced and gendered fare through schools and into post-compulsory education;
• the kinds of academic and vocational courses, including Maths, undertaken;
• the changing forms of institutional and pedagogic practices within higher education;
• how adults view the role of higher education in their lives.

This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education.

Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course.

Edited by Miriam David, the Associate Director of the ESRC s highly successful Teaching and Learning Research Programme, with contributions from the seven projects on Widening Participation in Higher Education (viz Gill Crozier and Diane Reay; Chris Hockings; Alison Fuller and Sue Heath; Anna Vignoles; Geoff Hayward and Hubert Ertl; Julian Williams and Pauline Davis; Gareth Parry and Ann-Marie Bathmaker), this book provides clear and comprehensive research evidence on the policies, processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy.

Improving Learning by Widening Participation in Higher Education also considers:

• the changing UK policy contexts of post-compulsory education;
• how socio-economically disadvantaged students raced and gendered fare through schools and into post-compulsory education;
• the kinds of academic and vocational courses, including Maths, undertaken;
• the changing forms of institutional and pedagogic practices within higher education;
• how adults view the role of higher education in their lives.

This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education.