Browsen in EconStor gesamt nach Autor:innen Quis, Johanna Sophie


Zeige Ergebnisse 1 bis 11 von 11
ErscheinungsjahrTitelAutor:innen
2015Does higher learning intensity affect student well-being? Evidence from the National Educational Panel StudyQuis, Johanna Sophie
2015Does the transition into daylight saving time affect students' performance?Herber, Stefanie P.; Quis, Johanna Sophie; Heineck, Guido
2017Health effects of instruction intensity: Evidence from a natural experiment in German high-schoolsQuis, Johanna Sophie; Reif, Simon
2017Health effects of instruction intensity: Evidence from a natural experiment in German high-schoolsQuis, Johanna Sophie; Reif, Simon
2017Health effects of instruction intensity: Evidence from a natural experiment in German high-schoolsQuis, Johanna Sophie; Reif, Simon
2018Health Effects of Instruction Intensity: Evidence from a Natural Experiment in German High-SchoolsQuis, Johanna Sophie; Mehl, Simon
2018Preschoolers' self-regulation, skill differentials, and early educational outcomesQuis, Johanna Sophie; Bela, Anika; Heineck, Guido
2019Preschoolers' self-regulation, skill differentials, and early educational outcomesQuis, Johanna Sophie; Bela, Anika; Heineck, Guido
2019Preschoolers' Self-Regulation, Skill Differentials, and Early Educational OutcomesQuis, Johanna Sophie; Bela, Anika; Heineck, Guido
2021Parents can tell! Evidence on classroom quality differences in German primary schoolsAraujo P., Maria Daniela; Quis, Johanna Sophie
2021Teacher Effects in Germany: Evidence from Elementary SchoolAraujo P., María Daniela; Quis, Johanna Sophie