Task structures and practice variables for students of differing skill levels were examined. Eight teachers and their middle school-aged students were videotaped during 2 class periods so that all instruction could subsequently be coded. Teachers ranked their students on perceived skill level. In each class, 3 students at each of the 3 perceived skill levels (high, medium, and low) were selected (N = 72). Process data were collected on the tasks that teachers implemented and on the appropriate and inappropriate practice trials executed by each of the selected students. Analyses occurred at different levels and indicated that task organization is associated with both the quantity and quality of student practice. Although the students of differing skill levels had similar numbers of practice trials, the relationships between trials and some organizational variables differed among skill levels.
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