Jan Bietenbeck

Personal Details

First Name:	Jan
Middle Name:
Last Name:	Bietenbeck
Suffix:
RePEc Short-ID:	pbi264
	[This author has chosen not to make the email address public]
	http://www.janbietenbeck.com
Terminal Degree:	2015 Centro de Estudios Monetarios y Financieros (CEMFI) (from RePEc Genealogy)

Affiliation

(99%) Nationalekonomiska Institutionen
Ekonomihögskolan
Lunds Universitet

Lund, Sweden
http://www.nek.lu.se/

: +46 +46 222 0000
+46 +46 2224613
P.O. Box 7082, S-222 07 LUND
RePEc:edi:delunse (more details at EDIRC)

(1%) Institute of Labor Economics (IZA)

Bonn, Germany
http://www.iza.org/

:

P.O. Box 7240, D-53072 Bonn
RePEc:edi:izaaade (more details at EDIRC)

Citations

Many of the citations below have been collected in an experimental project, CitEc, where a more detailed citation analysis can be found. These are citations from works listed in RePEc that could be analyzed mechanically. So far, only a minority of all works could be analyzed. See under "Corrections" how you can help improve the citation analysis.

Working papers

1. Berniell, Maria Ines & Bietenbeck, Jan, 2017. "The Effect of Working Hours on Health," IZA Discussion Papers 10524, Institute for the Study of Labor (IZA).

   Cited by:

   1. Kamila Cygam-Rehm & Christoph Wunder, 2018. "Do Working Hours Affect Health? Evidence from Statutory Workweek Regulations in Germany," SOEPpapers on Multidisciplinary Panel Data Research 967, DIW Berlin, The German Socio-Economic Panel (SOEP).
   2. Hélène Blake & Clémentine Garrouste, 2017. "Collateral effects of a pension reform in France," Working Papers hal-01500683, HAL.

2. Jan Bietenbeck & Marc Piopiunik & Simon Wiederhold, 2015. "Africa's Skill Tragedy: Does Teachers' Lack of Knowledge Lead to Low Student Performance?," CESifo Working Paper Series 5470, CESifo Group Munich.
   • Jan Bietenbeck & Marc Piopiunik & Simon Wiederhold, 2018. "Africa’s Skill Tragedy: Does Teachers’ Lack of Knowledge Lead to Low Student Performance?," Journal of Human Resources, University of Wisconsin Press, vol. 53(3), pages 553-578.
   • Piopiunik, Marc & Bietenbeck, Jan & Wiederhold, Simon, 2016. "Africa's Skill Tragedy: Does Teachers' Lack of Knowledge Lead to Low Student Performance?," Annual Conference 2016 (Augsburg): Demographic Change 145562, Verein für Socialpolitik / German Economic Association.

   Cited by:

   1. Ludger Wößmann, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," CESifo Working Paper Series 5951, CESifo Group Munich.
      • Ludger Woessmann, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," Journal of Economic Perspectives, American Economic Association, vol. 30(3), pages 3-32, Summer.
      • Woessmann, Ludger, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," CAGE Online Working Paper Series 300, Competitive Advantage in the Global Economy (CAGE).
      • Woessmann, Ludger, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," Munich Reprints in Economics 43463, University of Munich, Department of Economics.
      • Woessmann, Ludger, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," IZA Discussion Papers 10001, Institute for the Study of Labor (IZA).

Articles

1. Jan Bietenbeck & Marc Piopiunik & Simon Wiederhold, 2018. "Africa’s Skill Tragedy: Does Teachers’ Lack of Knowledge Lead to Low Student Performance?," Journal of Human Resources, University of Wisconsin Press, vol. 53(3), pages 553-578.
   • Jan Bietenbeck & Marc Piopiunik & Simon Wiederhold, 2015. "Africa's Skill Tragedy: Does Teachers' Lack of Knowledge Lead to Low Student Performance?," CESifo Working Paper Series 5470, CESifo Group Munich.
   • Piopiunik, Marc & Bietenbeck, Jan & Wiederhold, Simon, 2016. "Africa's Skill Tragedy: Does Teachers' Lack of Knowledge Lead to Low Student Performance?," Annual Conference 2016 (Augsburg): Demographic Change 145562, Verein für Socialpolitik / German Economic Association.
   See citations under working paper version above.
2. Bietenbeck, Jan, 2014. "Teaching practices and cognitive skills," Labour Economics, Elsevier, vol. 30(C), pages 143-153.

   Cited by:

   1. Ludger Wößmann, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," CESifo Working Paper Series 5951, CESifo Group Munich.
      • Ludger Woessmann, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," Journal of Economic Perspectives, American Economic Association, vol. 30(3), pages 3-32, Summer.
      • Woessmann, Ludger, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," CAGE Online Working Paper Series 300, Competitive Advantage in the Global Economy (CAGE).
      • Woessmann, Ludger, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," Munich Reprints in Economics 43463, University of Munich, Department of Economics.
      • Woessmann, Ludger, 2016. "The Importance of School Systems: Evidence from International Differences in Student Achievement," IZA Discussion Papers 10001, Institute for the Study of Labor (IZA).
   2. Ana Hidalgo-Cabrillana & Cristina Lopez-Mayan, 2015. "Teaching Styles and Achievement: Student and Teacher Perspectives," Working Papers 869, Barcelona Graduate School of Economics.
      • Hidalgo-Cabrillana, Ana & Lopez-Mayan, Cristina, 2015. "Teaching Styles and achievement: Student and Teacher Perspectives," Working Papers in Economic Theory 2015/02, Universidad Autónoma de Madrid (Spain), Department of Economic Analysis (Economic Theory and Economic History).
      • Ana Hidalgo-Cabrillana & Cristina Lopez-Mayan, 2015. "Teaching Styles and Achievement: Student and Teacher Perspectives," UFAE and IAE Working Papers 958.15, Unitat de Fonaments de l'Anàlisi Econòmica (UAB) and Institut d'Anàlisi Econòmica (CSIC).
      • Cristina Lopez-Mayan & Ana Hidalgo-Cabrillana, 2015. "Teaching styles and achievement: Student and teacher perspectives," Working Papers wpdea1502, Department of Applied Economics at Universitat Autonoma of Barcelona.
   3. Chris Ryan, 2017. "Secondary School Teacher Effects on Student Achievement in Australian Schools," Melbourne Institute Working Paper Series wp2017n11, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
   4. Sarah Flèche, 2017. "Teacher Quality, Test Scores and Non-Cognitive Skills: Evidence from Primary School Teachers in the UK," CEP Discussion Papers dp1472, Centre for Economic Performance, LSE.
   5. Juan Francisco Jimeno & Aitor Lacuesta & Marta Martínez-Matute & Ernesto Villanueva, 2016. "Education, labour market experience and cognitive skills: evidence from PIAAC," Working Papers 1635, Banco de España;Working Papers Homepage.
   6. Cordero, José Manuel & Gil, María & Pedraja Chaparro, Francisco, 2016. "Exploring the effect of financial literacy courses on student achievement: a cross-country approach using PISA 2012 data," MPRA Paper 75474, University Library of Munich, Germany.
   7. Cordero, José Manuel & Cristobal, Victor & Santín, Daniel, 2017. "Causal Inference on Education Policies: A Survey of Empirical Studies Using PISA, TIMSS and PIRLS," MPRA Paper 76295, University Library of Munich, Germany.
   8. Daniel Santín & Gabriela Sicilia, 2018. "Using DEA for measuring teachers’ performance and the impact on students’ outcomes: evidence for Spain," Journal of Productivity Analysis, Springer, vol. 49(1), pages 1-15, February.
   9. TANAKA Ryuichi & ISHIZAKI Kazumi, 2017. "Do Teaching Practices Matter for Students' Academic Achievement? A case of linguistic activity," Discussion papers 17108, Research Institute of Economy, Trade and Industry (RIETI).
   10. Vaclav Korbel & Michal Paulus, 2017. "Do Teaching Practices Impact Socio-Emotional Skills?," CERGE-EI Working Papers wp591, The Center for Economic Research and Graduate Education - Economics Institute, Prague.
       • Vaclav Korbel & Michal Paulus, 2017. "Do Teaching Practices Impact Socio-emotional Skills?," Working Papers IES 2017/04, Charles University Prague, Faculty of Social Sciences, Institute of Economic Studies, revised Feb 2017.
   11. José Antonio Molina Marfil & Oscar David Marcenaro Gutierrez & Ana Martín Marcos, 2016. "Procesos de enseñanza-aprendizaje y producción educativa: un análisis de la competencia matemática," Investigaciones de Economía de la Educación volume 11,in: José Manuel Cordero Ferrera & Rosa Simancas Rodríguez (ed.), Investigaciones de Economía de la Educación 11, edition 1, volume 11, chapter 32, pages 585-604 Asociación de Economía de la Educación.
   12. Gunnes, Trude & Donze, Jocelyn, 2016. "Teaching Practices and the Management of Student Motivation, Effort and Achievement," MPRA Paper 69954, University Library of Munich, Germany.

More information

Research fields, statistics, top rankings, if available.

Statistics

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Co-authorship network on CollEc

NEP Fields

NEP is an announcement service for new working papers, with a weekly report in each of many fields. This author has had 5 papers announced in NEP. These are the fields, ordered by number of announcements, along with their dates. If the author is listed in the directory of specialists for this field, a link is also provided.

1. NEP-EDU: Education (4) 2015-11-07 2015-12-01 2017-03-05 2018-02-05. Author is listed
2. NEP-URE: Urban & Real Estate Economics (4) 2015-11-07 2015-12-01 2017-03-05 2018-02-05. Author is listed
3. NEP-DEV: Development (2) 2017-03-05 2018-02-05. Author is listed
4. NEP-EUR: Microeconomic European Issues (1) 2017-02-19
5. NEP-HEA: Health Economics (1) 2017-02-19

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