Search

This article offers a critical review of the literature on how race played into the historical development of pedagogical progressivism in the late-19th and early-20th-century United States. While many historians have focused on the overt/covert racism inherent in much of progressive pedagogy as espoused by White educators, others have highlighted the ways in pedagogical progressivism supported movements toward liberation and social justice, especially when taken up by Black educators. Thus, the historical treatment of pedagogical progressivism is becoming more nuanced by incorporating the work of Black scholars, school leaders, curriculum designers, and teachers.

This article offers a critical review of the literature on how race played into the historical development of pedagogical progressivism in the late-19th and early-20th-century United States. While many historians have focused on the overt/covert racism inherent in much of progressive pedagogy as espoused by White educators, others have highlighted the ways in pedagogical progressivism supported movements toward liberation and social justice, especially when taken up by Black educators. Thus, the historical treatment of pedagogical progressivism is becoming more nuanced by incorporating the work of Black scholars, school leaders, curriculum designers, and teachers. [ABSTRACT FROM AUTHOR]

Purpose The college of pharmacy has operated pharmacies on campus for over 26 years. Employees and patients are users of the pharmacies; however, utilization across the campus has been limited. This paper describes a process, as well as results, that was used to gather input from employees on a large university health sciences center campus on pharmacy needs and related behaviors on campus pharmacy utilization. Methods Two focus groups of staff and 4 focus groups of prescribers were conducted over 1 month. Participants were selected through purposive sampling via email within an academic health sciences center campus over a 1-month period. The sessions were moderated by one investigator using a preconstructed discussion guide and lasted 1 hour. Two additional investigators observed sessions for nonverbal communication; all sessions were audio recorded for subsequent transcription. An open-coding process was performed on verbatim transcripts using NVivo12. The investigator team then developed, refined, and grouped themes during subsequent group discussions. Results A total of 44 participants took part in 6 focus groups. Participants included prescribers (physicians, nurses, physician assistants) and staff (nonprescribers). Two major themes identified were (1) factors related to on-campus pharmacies and (2) qualities valued in a pharmacy. There was an equal split (8% for each group) on awareness of the on-campus pharmacies. Almost 11% of participants commented on the accessibility of a pharmacy being a quality valued in a pharmacy. Conclusion Focus groups provided insights for the administration team regarding additional value-added services that would be helpful for the campus community, as well as various approaches to increase utilization of the on-campus pharmacies. Focus group methodology is an effective approach to engage employees of a large university campus to garner new ideas to enhance existing policies or services, as well as to gather thoughts on preliminary strategic plans before implementation. [ABSTRACT FROM AUTHOR]