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For United States of America (USA) and other developed countries, science achievement gaps begin to emerge in elementary and primary school. Such gaps between USA student groups typically are connected to socio-economic status (SES) and issues such as students still learning the English language. Through an experimental design, this National Science Foundation funded study explores how integrating the arts into science, technology, engineering, and mathematics (STEM) curriculum and leading with a more STEAMfirst approach (e.g., curriculum which integrates science, technology, engineering, arts, and mathematics) might provide more equitable science learning opportunities for elementary or primary grade level students. More specifically, the project's research efforts seek to also examine how integrating the arts into science instruction might help emerging bilingual (EB) students who are simultaneously learning the English language and science. Although results provide somewhat conflicting findings of statistical significance with small to moderate effect sizes, outcomes provide initial evidence that leading with STEAM science instruction before STEM efforts can be beneficial to early readers, and for EB students this benefit is magnified. As the title of this study suggest, sometimes finding nothing is something.

Background: To inform STEM education for benefiting emerging bilingual (EB) and English fluent (EF) students, the present study evaluated the order effects of integrating science and arts within a large-scale, ongoing effort investigating the efficacies of Next Generation Science Standards (NGSS)-aligned Science Technology, Engineering, and Math (STEM) methodologies to provide more equitable opportunities to students to learn science through Arts integration (STEAM). The experiment examines the curriculum integrating order of implementing combinations of STEM and STEAM approaches in fifth grade life and physical science instruction, comparing (STEM [right arrow] STEAM) vs (STEAM [right arrow] STEM). Results: T tests and a three-way between-groups analysis of covariance examined the impact of instructional order, language fluency, and teachers' implementation fidelity. Findings indicate similar results in life and physical sciences, in which the STEAM first approach produced significantly higher science learning gains for both EF and EB students, revealing some higher learning gains for EF students, but with greater STEAM first order effect advantages for EB students overall. While EF students show higher learning gain scores in the high fidelity classrooms, the advantage of the STEAM first order is greater for EB students in all classroom fidelity levels and even within low to moderate implementation fidelity classrooms, as may commonly occur, such that the integration order of STEAM before STEM strategy is particularly advantageous to EB learners. Conclusions: The integration pattern of leading with STEAM and following with STEM offers an important opportunity to learn for EB students, and increases equity in opportunities to learn among EB and EF learners of science. Both EB and EF students benefit similarly and significantly in high fidelity implementation classrooms. However, the gains for EF students are not significant in low fidelity implementation classrooms, while in such low fidelity implementation classrooms, the EB students still benefited significantly despite the poor implementation. These results suggest that a strong compensating STEAM first order effect advantage is possibly involved in the implementation system for the EB population of learners. Teaching science through the arts with STEAM lessons is an effective approach that can be significantly improved through introducing STEM units with the STEAM first order effect advantage.

For United States of America (USA) and other developed countries, science achievement gaps begin to emerge in elementary and primary school. Such gaps between USA student groups typically are connected to socio-economic status (SES) and issues such as students still learning the English language. Through an experimental design, this National Science Foundation funded study explores how integrating the arts into science, technology, engineering, and mathematics (STEM) curriculum and leading with a more STEAMfirst approach (e.g., curriculum which integrates science, technology, engineering, arts, and mathematics) might provide more equitable science learning opportunities for elementary or primary grade level students. More specifically, the project's research efforts seek to also examine how integrating the arts into science instruction might help emerging bilingual (EB) students who are simultaneously learning the English language and science. Although results provide somewhat conflicting findings of statistical significance with small to moderate effect sizes, outcomes provide initial evidence that leading with STEAM science instruction before STEM efforts can be beneficial to early readers, and for EB students this benefit is magnified. As the title of this study suggest, sometimes finding nothing is something. [ABSTRACT FROM AUTHOR]

Background: Accurate safety monitoring in HIV vaccine trials is vital to eventual licensure and consequent uptake of products. Current practice in preventive vaccine trials, under the HIV Vaccine Trials Network (HVTN), is to capture related side effects in a hardcopy tool. The reconciliation of this tool, 2 weeks after vaccination at the safety visit, is time consuming, laborious, and fraught with error. Unstructured Supplementary Service Data (USSD), commonly used to purchase airtime, has been suggested for collection of safety data in vaccine trials. With saturated access to mobile phones in South Africa, this cheap, accessible tool may improve accuracy and completeness of collected data and prove feasible and acceptable over the hardcopy tool. Objective: The objective of our study is to develop and implement a USSD tool for real-time safety data collection that is feasible and acceptable to participants and staff, allowing for a comparison with the hardcopy tool in terms of completeness and accuracy. Methods: This feasibility study is being conducted at a single study site, the Centre for the AIDS Programme of Research in South Africa eThekwini Clinical Research site, in South Africa. The feasibility study is nested within a parent phase 1/2a preventive HIV vaccine trial (HVTN 108) as an open-label, randomized controlled trial, open to all consenting parent trial participants. Participants are randomly assigned in a 1:1 ratio to the hardcopy or USSD tool, with data collection targeted to the third and fourth injection time points in the parent trial. Online feasibility and acceptability surveys will be completed by staff and participants at the safety visit. We will itemize and compare error rates between the hardcopy tool and the USSD printout and associated source documentation. We hypothesize that the USSD tool will be shown to be feasible and acceptable to staff and participants and to have superior quality and completion rates to the hardcopy tool. Results: The study has received regulatory approval. We have designed and developed the USSD tool to include all the data fields required for reactogenicity reporting. Online feasibility and accessibility surveys in both English and isiZulu have been successfully installed on a tablet. Data collection is complete, but analysis is pending. Conclusions: Several HIV preventive vaccine trials are active in Southern Africa, making tools to improve efficiencies and minimize error necessary. Our results will help to determine whether the USSD tool can be used in future vaccine studies and can eventually be rolled out. [ABSTRACT FROM AUTHOR]