This article examines teacher preparation and teacher change in engineering and computer science education. We examined culturally responsive teaching self-efficacy (CRTSE), culturally responsive teaching outcome expectancy (CRTOE) beliefs, and attitudes toward computational thinking (CT) as teachers participated in one of three treatment groups: robotics only, game design only, or blended robotics/game design. Descriptive data revealed that CRTSE gain scores were higher in the robotics only and blended contexts than in the game design only context. However, CRTOE beliefs were consistent across all treatment groups. In regard to CT attitudes, teachers’ gain scores were higher in the game design only and blended contexts than in the robotics only context. In addition, there were differences by treatment group related to STEM (science, technology, engineering, and mathematics) practices, while cultural artifacts were evident in each learning environment. The results of this study reveal some variability by treatment type and inform future research on equitable practices in engineering and computer science education.

Background:We assessed the HIV-positive yield of offering provider-initiated HIV testing and counselling (PITC) for TB and the costs, in Madagascar, which has a low HIV prevalence and a high TB burden. Methods:A cross-sectional study of routinely collected records from January 2010 to June 2011.Results: A total of 37 596 TB patients were registered in 205 TB centres. HIV testing was available in 95 (46%) of centres where 7524 (40%) of those offered testing accepted it. Only 35 (0.5%) individuals were found HIV positive. Initial costs were about US$1.4 million and annual recurrent costs about US$0.1 million. Conclusion:There are concerns of cost investment for countrywide introduction of PITC in a low HIV prevalence setting.

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