Table 2.
Themes, codes, definition, and examples for behavioral component
| Theme | Codes | Definition | Example quotes |
|---|---|---|---|
| Managing Learning and Monitoring Progress | Teaching time management | Teaching and modeling skills in how to regulate the time that students have available for learning. | “Monday we look at their planning for the week… What do you have this week? If you have a lot of things due on Friday. Help with which things we can move up so you get done Tuesday, Wednesday, Thursday, so you’re not swamped on Friday. So we teach them that kind of time management.” (Advocate 4) |
| Organizing and offering synchronous sessions | Organizing small groups of students that meet daily and are facilitated by the advocate. These groups are spaces where students can find help with specific academic related content questions. | “So it’s a time that the advocate leads that students can pop in and out stay the whole time if they want and they recommend that new students go to it a few times that first week for special or extra help.” (Administrator 1) | |
| Monitoring and encouraging student progress | Checking student grades, monitoring assignment progress, and encouraging students | “When I check in with students I monitor their grades. When they’re looking at their grades with me we can go in and look at each class and see which assignments they either need to redo or they haven’t submitted. That gives them very good direction on what they need to be working on right now to get their grade up.” (Advocate 2) | |
| Organizing | Advocates help students who are behind in their assignments organize their time, plan to get caught up. | “And then they’ll usually reach out to the student with either a you know hey iI’ve noticed you haven’t submitted these assignments yet or you’re getting behind. Is there something I can help with?” (Administrator 1) | |
| Orienting and Setting Expectations | Orienting students to learning environments and expectations | Running the student orientation during the first week of classes. | “We designed a school wide orientation for our new students. The advocates did it in their home rooms, so they shared a little bit about who they were, and then they shared a little bit about the school.” (Administrator 1) |
| Establishing class participation | Helping students to understand how to interact with other students and teachers and how to be successful in classes. | “The advocate shares expectations through that first week of school. We had set aside times that they would be able to share those expectations and instructions, so the advocates were part of that first week of school, the orientation on how to submit assignments, and how to find your classes and what to do if you think there’s a mistake somewhere.” (Administrator 1) | |
| Setting up and troubleshooting technology | Helping students to understand how to setup and use the technology. | “I’m answering the same questions all year long… Like how would you submit a video? How to send a Google link from a video in a folder to a teacher?” (Advocate 3) |