Each chapter of this dissertation studies a different question within the field of Applied Microeconomics. The first chapter examines the mid- and long-term effects of the 1998 Asian Crisis on the educational attainment of Indonesian children ages 6 to 18, at the time of the crisis. The effects are identified as deviations from a linear trend for specific age groups using data from the Indonesian Family Life Survey (IFLS) and Census data. Contrary to previous studies, I find that the crisis had negative mid-term effects on the probability of attending school (5 to 7 percentage points) and grade progression (5 to 14 percentage points) of older children, aged 13 to 18 at the time of the crisis. Similarly, these children lost around 0.5 years of education and increased the numbers of hours worked, suggesting that the income effect (lower income) dominated the substitution effect (lower opportunity cost of school). More importantly, the evidence points to large long-term negative effects of around 1.5 years of education for these same children, about twice the increase of the average educational attainment in the last decade. There are also adverse long-term effects on high-school graduation rates and real wages; where the latter are largely (but not fully) explained by the lower educational attainment. The second chapter explores the causal effect of peer feedback on the teaching performance of graduate teaching assistants (TAs) using a Randomized Control Trial (RCT). The participants of the intervention were the TAs of the Department of Economics of a large public university, and the duration of the intervention was one academic quarter. We analyzed the students' evaluations of these TAs, both for the quarter in which the intervention took place as well as for the following quarter, and the students' raw grades for the quarter in which the intervention took place. The results show an effect of almost one half of a standard deviation for the students' TA evaluations in the quarter following the intervention. Nonethless, the intervention had no effect on the student evaluations of the concurrent quarter, suggesting that it takes time for TAs to adjust their teaching practices. A detailed analysis of the TA evaluations for the following quarter suggests that the intervention had a large effect on the TAs' communication skills, and a more modest effect on the following aspects: concern with student learning, organization, and interaction with students. Finally, the third chapter studies risk sharing and heterogeneous risk preferences. More specifically, it introduces a simple test that incorporates risk preference heterogeneity in the traditional test of efficient risk sharing, overcoming a problem previous studies may have encountered: rejecting the efficient risk sharing hypothesis even when it was true. The requirement to implement this test is a household panel data set with considerable waves, that besides expenditure and income recordings contains a measure of risk preferences. To my knowledge, no dataset fulfills all these requirements at the moment, so I develop an alternative way to incorporate risk preference heterogeneity into the analysis: implement the traditional test within groups of households that share the same risk preferences, using the Mexican Family Life Survey (MXFLS). I use a measure of risk aversion to classify households in one of six groups (in which homogenous risk preferences are likely to hold, as required by the traditional test) and implement the traditional test within each of these groups. The results show that within-groups efficient risk sharing is rejected in almost 60% of the cases, mainly when the total household income is considered as the relevant income variable (as opposed to non-labor income). Further refinement of the risk groups result in low power as a result of few observations in the sub-groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]