Publikationen

M. D. Araujo P. and J. S. Quis (2021): Parents Can Tell! Evidence on Classroom Quality Differences in German Primary Schools,  BERG Working Paper 172

J. S. Quis and S. Reif (2017): Health Effects of Instruction Intensity - Evidence from a Natural Experiment in German High-Schools,  FAU Discussion Papers in Economics No. 12-2017 / BERG Working Paper 123 / SOEP Papers 916

J.S. Quis, A. Bela and G. Heineck (2021): Preschoolers' self-regulation and early mathematical skill differentials,  Education Economics
DOI: 10.1080/09645292.2020.1866498

J. S. Quis (2018): Does Compressing High School Duration Affect Students' Stress and Mental Health? Evidence from the National Educational Panel Study,  Journal of Economics and Statistics. V. 235, No. 5

S. P. Herber, J. S. Quis and G. Heineck (2017): Does the Transition into Daylight Saving Time Affect Students' Performance?,  Economics of Education Review No. 61