Teachers’ perceptions of students’ executive functions: Disparities by gender, ethnicity, and ELL status.

  title={Teachers’ perceptions of students’ executive functions: Disparities by gender, ethnicity, and ELL status.},
  author={Elisa B. Garcia and Michael J. Sulik and Jelena Obradovi{\'c}},
  journal={Journal of Educational Psychology},
Teacher-report is commonly used to assess executive functions (EFs) in schools, but teachers’ perceptions of EF skills may be biased by students’ demographic characteristics. In this short-term longitudinal study, we assessed whether students’ gender, ethnicity, and English language learner (ELL) status predicted teachers’ reports of students’ EFs, beyond what would be expected based on direct assessment of EFs. In addition, we tested whether these associations changed between the fall and… 

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