Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Research in Social Sciences and Technology
Stewart Waters
Department Leadership, Language, Culture, & Teacher Education, University of Tennessee, Knoxville, USA
Education

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
What Does English Learners’ Writing Reveal? A Case Study of Structured Academic Controversy in a High School Social Studies Classroom Clara Lee Brown; Stewart Waters; William B. Russell
Research in Social Sciences and Technology Vol 11 No 2 (2026): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2026.7

Abstract

This paper investigates how a Structured Academic Controversy (SAC) approach can support English learners (ELs) with below-grade-level English proficiency in meeting rigorous national social studies standards. In a case study, three high school ELs in a U.S. History class wrote protest letters to President Franklin D. Roosevelt about the World War II Japanese American internment (Executive Order 9066). Prior to writing, students analyzed primary sources using guiding questions to consider multiple perspectives. Analysis of the letters revealed evidence of four National Council for the Social Studies (NCSS) thematic standards (Themes 1, 2, 5, and 10), while focus group interviews showed student awareness of two of the same themes (Themes 2 and 5) and one additional theme (Theme 6). These findings suggest that SAC enabled ELs to access rigorous content while addressing NCSS standards. A key benefit of SAC was the development of critical thinking and communication skills essential for democratic participation. The SAC process also afforded ELs meaningful opportunities to produce authentic writing that demonstrated engagement with high-level social studies concepts and civic reasoning.
Exploring Capable Citizenship in the Age of GenAI: A Character-Driven Approach Matthew Hensley; Stewart Waters; William B. Russell
Research in Social Sciences and Technology Vol 11 No 2 (2026): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2026.6

Abstract

As “laboratories for democracy” social studies classrooms are uniquely positioned to nurture the development of not only civic knowledge and skills, but also civic virtues that undergird effective citizenship in a rapidly evolving and interconnected world (NCSS, 2023). Recognizing the intrinsic connection between character and citizenship to “keep the wellspring of civic virtue flowing” (NCSS, 1997, p. 277), we contend that social studies teachers may leverage character education to help their students articulate and reflect on their roles as responsible and conscientious digital citizens who must navigate the presence and influence of GenAI in 21st century life. As such, the purpose of this article is threefold: (1) provide teachers a basic understanding of GenAI and rationale for integrating these technology tools into social studies learning experiences to support wider citizenship education objectives; (2) share relevant pedagogical applications of GenAI technology tools in social studies grounded character education and citizenship; and (3) address practical considerations and concerns associated with using GenAI technology tools in K-12 classroom settings in general.
Social Studies in the Era of GenAI William B. Russell; Stewart Waters; Matthew Hensley
Research in Social Sciences and Technology Vol 11 No 2 (2026): Research in Social Sciences and Technology (Special Issue)
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2026.11

Abstract

As GenAI continues to reshape how we access information, communicate, and understand the world, social studies education must adapt to prepare learners for civic life in an increasingly automated and algorithm-driven society. From AI-generated content and multi-media to predictive policing and algorithmic bias, today’s students face unprecedented ethical, historical, and civic questions that demand thoughtful exploration.
Co-Authors Clara Lee Brown Matthew Hensley Matthew Hensley William B. Russell William B. Russell