Laura Robertson

Laura Robertson is an Assistant Professor of Science Education at East Tennessee State University. She teaches science content and methods courses for preservice teachers and leads professional development workshops. Her research interests include teacher autonomy, professional learning communities, and the integration of science and English Language Arts. Prior to her current position, Laura was a middle school science teacher for 11 years.

Publications

Preparing Pre-Service Teachers for the Future: Computational Thinking as a Scaffold for Critical Thinking
Preparing Pre-Service Teachers for the Future: Computational Thinking as a Scaffold for Critical Thinking
Renee Moran, Laura Roberston, Chihche Tai, Karin J. Keith, Jamie Price, Lori T. Meier, Huili Hong. © 2020. 13 pages.
In this chapter, we explore how our team of professors at East Tennessee State University integrated computational thinking into elementary education courses for pre-service...
Handbook of Research on Science Literacy Integration in Classroom Environments
Handbook of Research on Science Literacy Integration in Classroom Environments
Chih-Che Tai, Renee M. R. Moran, Laura Robertson, Karin Keith, Huili Hong. © 2019. 383 pages.
Secondary schools are continually faced with the task of preparing students for a world that is more connected, advanced, and globalized than ever before. In order to adequately...
Discourse of Integrating Science and Literacy
Discourse of Integrating Science and Literacy
Huili Hong, Renee M. R. Moran, LaShay Jennings, Laura Robertson, Stacey Fisher. © 2019. 15 pages.
The authors start this chapter with a reconceptualization of science literacy and proceed to discuss why science literacy matters and why discourse in various forms matters to...
Teacher Perspectives on Science and Literacy Integration
Teacher Perspectives on Science and Literacy Integration
Laura Robertson, Renee M. R. Moran. © 2019. 15 pages.
In this chapter, the authors discuss teachers' perspectives on science and literacy integration in secondary classrooms. Beginning with teacher belief, the authors posit that...