Like most studies, educational philosophies, ideologies, etc, her work should come with the caveat "not designed or tested for the tail ends of the bell curve below 70 and above 130".
Previous posts have discussed inquiring into the IQ ranges of student participants in the research.
Easy tasks should be presented as boring, not helping to develop the brain? Way to go to make the mainstreamed special ed student feel "less than."
As the body of Dweck's work discusses tasks relative to the individual, I'm quite certain that you misunderstood and/or misinterpreted this, out of-context.
No children should be allowed to Coast, with effortless success? Ever been to any elementary school lately?
The point of sharing the results of the research are to help bring about change.
Or the ways in the article the teacher should sit down with the struggling student, walk him through the problem...great if you have a private tutor, in class with 20 or 30 kids? Not happening.
Is this in reference to finding the impasse? There are frequent posts on the forums regarding identification of learning differences and/or disabilities, scaffolding, remediation, accommodations, instructional differences, teaching assistants, classroom aides, team meetings, etc... so we know that efforts to overcome an impasse do, in fact, happen.
