Crofton House School
Architecting Agency

Research Chair 2026–29 · Yip & Tran

Research Instruments

Survey protocol and poster format guidelines for the three-year Architecting Agency study. Surveys are administered at five time points (T1–T5) spanning Semester 1 (control: traditional model) through Semester 2 (intervention: concurrent rotational model). The same instrument is used at each time point to enable within-student longitudinal comparison.

Survey Instrument

Format

29 Likert items (1–5) across five constructs, plus 3–5 open-ended reflections depending on time point.

Estimated time

12–18 minutes per administration. Delivered digitally (Google Forms or equivalent).

Likert scale

1 = Strongly Disagree · 2 = Disagree · 3 = Neutral · 4 = Agree · 5 = Strongly Agree

Administration Timeline

T1BaselineControl

Week 1, Semester 1

Pre-study baseline administered before any instruction. Establishes each student's starting point independent of the teaching model.

T2Mid S1Control

Week 10, Semester 1

Mid-semester check-in during the traditional separate-teaching model. Tracks early trajectory.

T3TransitionBridge

Start of Semester 2

End of Semester 1 / Start of Semester 2. Primary comparison point between the control and intervention conditions.

T4Mid S2Concurrent

Week 10, Semester 2

Mid-semester check-in during the concurrent rotational model. Identifies early signals of change.

T5Year EndConcurrent

Week 20, Semester 2

Final outcome measurement. Primary data for comparing traditional vs. concurrent model across all five constructs.

Quantitative Items · Likert Scale (1–5)

01
Student Agency & Autonomy
Measures perceived control, self-direction, and ownership of learning. Agency is the primary outcome construct for the Architecting Agency study.

Self-Determination Theory · Deci & Ryan, 1985

1 · Strongly Disagree3 · Neutral5 · Strongly Agree
  1. 01I have meaningful choice in what I learn in this class.
  2. 02I feel genuine ownership over my project and learning goals.
  3. 03I can pursue topics that genuinely interest me — not only what is assigned.
  4. 04I feel like an active participant in my own education, not just a passenger.
  5. 05I set my own learning goals and evaluate my own progress.
  6. 06When I get stuck, I independently seek help or resources.
  7. 07My ideas and interests shape the direction of my work.
02
Engagement & Motivation
Measures behavioural, cognitive, and emotional engagement. Includes mastery orientation and self-efficacy markers.

Motivation & Engagement Scale · Martin, 2007

1 · Strongly Disagree3 · Neutral5 · Strongly Agree
  1. 01I look forward to coming to this class.
  2. 02I spend time on this subject outside class because I want to.
  3. 03The work I do in this class feels meaningful and connected to the real world.
  4. 04I feel genuinely challenged — in a good way — by the work in this class.
  5. 05I find myself thinking about my project or ideas outside of class.
  6. 06I would keep working on my project even if it were not graded.
03
Depth of Learning & Transfer
Measures depth of knowledge, cross-curricular connections, and the development of transferable, expert-like skills.

Webb's Depth of Knowledge · Perkins' Whole Game theory

1 · Strongly Disagree3 · Neutral5 · Strongly Agree
  1. 01I can explain how what I am learning connects to real-world problems.
  2. 02I can draw connections between this class and other subjects or areas of my life.
  3. 03I feel I am building real, transferable skills — not just completing tasks.
  4. 04I understand the 'why' behind what I am learning, not only the 'what.'
  5. 05My thinking has been pushed in new directions this semester.
  6. 06I could explain or teach the key ideas I have learned to someone else.
04
Teacher & Mentor Relationships
Measures perceived teacher specialisation, quality of feedback, and access to domain-specific support beyond the classroom.

Relational trust & expertise · Bryk & Schneider, 2002

1 · Strongly Disagree3 · Neutral5 · Strongly Agree
  1. 01My teacher has deep expertise in the topics we are exploring.
  2. 02I feel comfortable seeking specific guidance from my teacher.
  3. 03I have access to mentors or experts beyond my classroom teacher.
  4. 04Feedback from my teacher or mentor helps me meaningfully improve my work.
  5. 05I know where to find expert support specific to my project's needs.
05
Collaboration & Community
Measures quality of collaborative learning, cross-class cohort relationships, and sense of belonging within the learning community.

Social constructivism · Vygotsky; Community of Practice · Lave & Wenger

1 · Strongly Disagree3 · Neutral5 · Strongly Agree
  1. 01I learn effectively with and from my classmates.
  2. 02Working with students from other classes or backgrounds enriches my learning.
  3. 03I feel part of a genuine learning community in this class.
  4. 04I have contributed meaningfully to a team or group project.
  5. 05Collaborative work in this class feels purposeful — not just group work for its own sake.

Qualitative Items · Open-ended Reflections

Ongoing Reflection
T1 · T2 · T3 · T4
  1. Q1“What is one thing you have learned this semester that surprised you? Explain why.”
  2. Q2“What would you change about how this class is structured to better support your learning?”
  3. Q3“Describe a moment this semester when you felt most like a genuine learner or creator.”
Semester-End Reflection
T3 · T5
  1. Q1“How has your sense of agency — your feeling of control over your own learning — changed over this semester?”
  2. Q2“In what ways, if any, has the structure of this course affected how you approach challenges outside of school?”
Year-End Research Reflection
T5 only
  1. Q1“Looking back over the full year, how would you describe the difference between Semester 1 and Semester 2 in terms of how you learned?”
  2. Q2“What advice would you give to a student starting this course next year?”
  3. Q3“If you could redesign one aspect of the course structure to give students more agency, what would it be and why?”

Poster Format

Two poster formats are used across the research project: a student showcase poster presented at the end-of-semester Passion Project exhibition, and a Research Chair academic poster for ISABC, SIGSE, and external conference presentations.

Student Passion Project Poster
End-of-semester showcase · WD10 & CS10 concurrent cohort
24″ × 36″ portraitor A1 (594 × 841 mm)

Project Title · Team Names · Class · Mentor(s)

Header bar · full width · include CHS wordmark

01 · Brief & Context

The design challenge, client or audience, and why this problem matters. Include any constraints.

02 · Research & Inspiration

Primary and secondary research, precedents, and benchmarks that informed your approach.

03 · Initial Concepts

Early sketches, ideation divergence, and how you narrowed to your chosen direction.

04 · Process & Iteration

Prototype → test → refine cycles with images. Key decision points and pivots. This section carries the most visual weight — show your work generously.

05 · Final Solution

High-quality visuals of the final prototype, working build, or designed artefact.

Team & Mentors

Names, classes (WD10 / CS10), and industry or teacher mentors acknowledged.

06 · Outcomes & Learnings

What worked, what did not, and the transferable insights you carry forward.

07 · Next Steps

If this project continued — what would you build, test, or research next?

Design notes

· Use a consistent type system: one heading font, one body font. CHS brand colours (navy, green, gold) preferred but not required.

· Section 04 (Process & Iteration) should carry the most visual real estate — use photographs, annotated sketches, and prototype images generously.

· Minimum 24 pt body type for legibility at 1–2 metre viewing distance. All images at 150 dpi minimum for print.

· Include a QR code linking to your live prototype, demo video, or project repository.

Research Chair Academic Poster
ISABC · SIGSE · Web Summit Vancouver · external conferences
36″ × 48″ landscapeor A0 (841 × 1189 mm)

“Architecting Agency: Rotational Specialization and Student Agency in Secondary ICT”

Gavin Yip & Jacob Tran · Crofton House School · Arts, Applied Design Skills & Technology

Introduction & Background

Context, rationale, and the gap in current practice this research addresses. Cite CHS strategic priorities.

Research Question(s)

The central inquiry stated clearly and concisely. Sub-questions if applicable. Keep this section visually prominent.

Methodology

Mixed-methods design: pre/post surveys (quantitative), teacher logs and student interviews (qualitative). Cohort description and timeline.

Year 1 Findings

Key quantitative trends (bar/line charts) and qualitative themes. Representative student quotes. Clearly labelled T1–T5 comparisons.

Discussion & Implications

What the data suggests for timetabling, teacher specialisation, and student outcomes. Connect explicitly to SDT and CHS Year Three strategic priorities.

Year 2–3 Plan

Refinement, formalisation, and external sharing roadmap (ISABC, SIGSE, Web Summit). How Year 1 findings shape the Year 2 protocol.

Acknowledgements

Learning Council (Harrop, Douglas, Macken & Griffith), industry mentors, CHS administration.

Conclusions & Takeaways

Three to five bullet points a passerby should absorb in under 60 seconds. Bold the key finding.

References & Contact

Key citations and researcher contact information for follow-up conversations.

Academic poster conventions

· Follow the IMRaD structure (Introduction, Methods, Results, Discussion) with a Conclusions column.

· Data visualisations (T1–T5 comparison charts) must be clearly labelled with sample size and confidence intervals where applicable.

· APA 7th edition for citations. Keep references section concise: 8–12 key works maximum.

Recommended visual hierarchy

· Title: 72–96 pt. Section headings: 36–48 pt. Body: 24 pt minimum.

· The “Research Question(s)” box should be immediately legible from 3 metres — consider a pull-quote style with high-contrast background.

· Include a headshot or team photo in the Acknowledgements section for conference networking.