In this issue of Pediatric Clinics of North America, guest editors Drs. Robert S. Kahn, Monica Mitchell, and Tina L. Cheng bring their considerable expertise to the topic of Achieving Child Health Equity. Health equity requires removing obstacles to health such as poverty, discrimination, and their consequences, including powerlessness and lack of access to good jobs with fair pay, quality education and housing, safe environments, and health care. In this issue, top experts provide up-to-date information to healthcare practitioners with the goal of implementing programs and policies to identify and address health care inequality for children. Contains 15 practice-oriented topics including clarity on disparity of healthcare in pediatrics: who, what, when, where and how; screening and addressing social determinants of health in pediatric practice; addressing structural racism in pediatric practice; addressing health literacy in pediatric practice; LGBTQ+ and child health equity; and more.  Provides in-depth clinical reviews of achieving child health equity, offering actionable insights for clinical practice.  Presents the latest information on this timely, focused topic under the leadership of experienced editors in the field. Authors synthesize and distill the latest research and practice guidelines to create clinically significant, topic-based reviews. 

This book broadly educates preservice teachers and scholars about current research on computational thinking (CT). More specifically, attention is given to computational algorithmic thinking (CAT), particularly among underrepresented K-12 student groups in STEM education. Computational algorithmic thinking (CAT)-a precursor to CT-is explored in this text as the ability to design, implement, and evaluate the application of algorithms to solve a variety of problems. Drawing on observations from research studies that focused on innovative STEM programs, including underrepresented students in rural, suburban, and urban contexts, the authors reflect on project-based learning experiences, pedagogy, and evaluation that are conducive to developing advanced computational thinking, specifically among diverse student populations. This practical text includes vignettes and visual examples to illustrate how coding, computer modeling, robotics, and drones may be used to promote CT and CAT among students in diverse classrooms.

This book broadly educates preservice teachers and scholars about current research on computational thinking (CT). More specifically, attention is given to computational algorithmic thinking (CAT), particularly among underrepresented K-12 student groups in STEM education. Computational algorithmic thinking (CAT)-a precursor to CT-is explored in this text as the ability to design, implement, and evaluate the application of algorithms to solve a variety of problems. Drawing on observations from research studies that focused on innovative STEM programs, including underrepresented students in rural, suburban, and urban contexts, the authors reflect on project-based learning experiences, pedagogy, and evaluation that are conducive to developing advanced computational thinking, specifically among diverse student populations. This practical text includes vignettes and visual examples to illustrate how coding, computer modeling, robotics, and drones may be used to promote CT and CAT among students in diverse classrooms.