This report includes an overview of the design and procedures used in the junior high school phase of a study of managing academic tasks (MAT) conducted by the Research on Classroom Learning and Teaching Program at the University of Texas at Austin. A description of the current status of data analysis, a summary of preliminary findings, and appendices with illustrative materials from the observations and analysis are also included. The MAT study is attempting to extend research in classroom management by including a focus on curriculum content. Data were gathered in junior high school classes during one grading period. Academic tasks that involved higher level cognitive processes were specifically examined. The analysis suggested that most task systems in the classrooms consist of a series of small increments. Task environments were typically familiar to students and few opportunities were provided to make higher-level decisions about content. When higher-level tasks were used, teachers were required to use a complex set of social and academic skills to manage the class. The analysis also provided descriptions of the factors involved in establishing and maintaining academic work in classrooms and a language for understanding curriculum processes. (Author/DWH)