Browsing All of EconStor by Author Quis, Johanna Sophie
Showing results 1 to 11 of 11
Year of Publication | Title | Author(s) |
2015 | Does higher learning intensity affect student well-being? Evidence from the National Educational Panel Study | Quis, Johanna Sophie |
2015 | Does the transition into daylight saving time affect students' performance? | Herber, Stefanie P.; Quis, Johanna Sophie; Heineck, Guido |
2017 | Health effects of instruction intensity: Evidence from a natural experiment in German high-schools | Quis, Johanna Sophie; Reif, Simon |
2017 | Health effects of instruction intensity: Evidence from a natural experiment in German high-schools | Quis, Johanna Sophie; Reif, Simon |
2017 | Health effects of instruction intensity: Evidence from a natural experiment in German high-schools | Quis, Johanna Sophie; Reif, Simon |
2018 | Health Effects of Instruction Intensity: Evidence from a Natural Experiment in German High-Schools | Quis, Johanna Sophie; Mehl, Simon |
2018 | Preschoolers' self-regulation, skill differentials, and early educational outcomes | Quis, Johanna Sophie; Bela, Anika; Heineck, Guido |
2019 | Preschoolers' self-regulation, skill differentials, and early educational outcomes | Quis, Johanna Sophie; Bela, Anika; Heineck, Guido |
2019 | Preschoolers' Self-Regulation, Skill Differentials, and Early Educational Outcomes | Quis, Johanna Sophie; Bela, Anika; Heineck, Guido |
2021 | Parents can tell! Evidence on classroom quality differences in German primary schools | Araujo P., Maria Daniela; Quis, Johanna Sophie |
2021 | Teacher Effects in Germany: Evidence from Elementary School | Araujo P., MarĂa Daniela; Quis, Johanna Sophie |