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Research in the field of educational neuroscience has demonstrated that optimal learning occurs not only when students feel a sense of belonging, but also when the brain is actively engaged in cognitively challenging tasks the learner views as relevant (Osaka et al., Culturally responsive practices in our teacher educationprograms.
This leaves the door open for alternatives such as considerations of socioeconomic status in admissions, though research has indicated that cutting affirmative action in admissions leads to declines in underrepresented minorities at colleges. In response to the decision, the U.S.
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