WorldCat Identities

Burns, John L. 1794-1872

Overview
Works: 36 works in 42 publications in 1 language and 379 library holdings
Genres: Maps  History 
Roles: Author
Classifications: S599.M3, 631.4775221
Publication Timeline
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Most widely held works about John L Burns
 
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Most widely held works by John L Burns
Soil survey of Worcester County, Maryland by United States( Book )

3 editions published in 2004 in English and held by 102 WorldCat member libraries worldwide

Soil survey of Houston County, Alabama by John L Burns( Book )

2 editions published in 2005 in English and held by 5 WorldCat member libraries worldwide

Map of Salt Lake City and suburbs : John L. Burns by John L Burns( )

2 editions published in 1871 in English and held by 3 WorldCat member libraries worldwide

Spiritual food by John L Burns( Book )

1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide

Perceived Quality of Life and High School Achievement The Unhappy Sophomore by John L Burns( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

As an extension of previous work on perceived quality of life, this study investigated some possible effects of high school grade level (10th and 12th) and sex on perceived quality of school life. In addition, effects and relationships of these variables on/to academic achievement were investigated. The total sample was 63 rural high school students, 31 in the 10th grade (12 males and 19 females) and 32 in the 12th grade (15 males and 17 females). The Child-Parent Relationship Scale (CPRS), the Quality of School Life Scale (QSL), and grade-point averages were used in bivariate correlational analyses of variables. Based on the correlational analyses, seniors and females were more positively oriented toward school and the positive orientation was significantly associated with higher grade-point averages. The quality of family life as inferred from the QFL scales seemed particularly associated with achievement, especially for females. The analyses of variance also depicted the relatively high achievement orientation of those who more positively perceived their homes and the school. The perceived quality of family life was low, especially for the 10th-grade females. The general attitude toward school differed between the 10th- and 12th-grade students, in favor of the latter. (AN)
A Review of Recent Literature on Child Abuse and Sequelae by John L Burns( Book )

1 edition published in 1989 in English and held by 2 WorldCat member libraries worldwide

This paper addresses moderate- to long-term psychological effects of child abuse. It begins by discussing characteristics of effective and ineffective parenting to provide a background of potential contributors to child abuse within the family system. Belsky's (1984) developmental model of determinants of parenting behavior is explained and his three categories of determinants of parenting (personality/psychological well-beingness of the parent, child characteristics, and contextual events) are discussed. This discussion is followed by an examination of some issues surrounding the methodology of child abuse research, including the basic problem of developing operational definitions of child abuse. Also considered is the issue of validity of reports of alleged abuse by either victim or perpetrator. The evolution of research on child abuse is traced through three stages: focus on alleged victims only, focus on comparing alleged victims with nonabused persons, and random samplings to ascertain frequency. Finally, recent literature on relatively long-term effects of prior abuse is considered. Comments are offered with respect to the diversity of opinion of effects of prior abuse and prior abuse is considered in terms of the uniqueness or peculiarity of its sequelae. A list of 26 references is included. (Nb)
Attribution of Causality for Successful Performance by Kindergarten Children by John L Burns( Book )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

Three hypotheses were tested regarding the attribution of causation for successful behavior by kindergarten children: (1) self concept--children with high self esteem make internal attributions and those with low self esteem make external attributions; (2) locus of control (LOC)--children with internal loc make internal attributions and those with external loc make external attributions; and (3) attribution theory, self-serving bias approach--successful performance leads to internal attributions. Coopersmith and Gilbert's Behavioral Academic Self Esteem (base) rating scale measured self concept, and the Stanford Preschool Internal-External Scale (spies) assessed loc in 43 kindergarten children. Teachers completed the base to compare self concept and self attribution. The children completed the 14-item spies. They completed a wooden puzzle and gave an explanation for their performance, indicating self-attribution. Preliminary analysis yielded no sex differences. Hypothesis 3 was clearly supported; following successful performance, 35 subjects made internal attributions and six made external attributions. As for hypothesis 2, no relationship was found between loc and attribution. Hypothesis 1 was not supported; self concept did not differentiate the attributions. There was no significant correlation between base and spies scores. Neither self concept nor loc, either singly or together, were significant predictors of attributions. (Gdc)
An Evaluation of Some Self-Concept Scales for Young Children by John L Burns( Book )

1 edition published in 1990 in English and held by 2 WorldCat member libraries worldwide

Three measures of self-concept or self-esteem and one measure of social competency development, designed for young children, are assessed. The instruments assessed include: (1) the Martinek-Zaichkowski Self-Control Scale for Children (mzscsc); (2) the Behavioral Academic Self-Esteem Scale (base); (3) the Piers-Harris Children's Self-Concept Scale (phcsc); and (4) the Kindergarten Inventory of Developing Social Competency (KIDSc). Salient aspects of the 25-item mzscsc, which was normed for children in grades 1 through 8, include adaptability to children without verbal skills, minimal discrimination among children with adequate self-concepts, assessment of effects of teaching styles, and minimal testing of psychometric properties. Salient aspects of the base, which was normed for children in kindergarten through grade 8 and for 4-year-old preschoolers, include a strong factor structure, a range of applications, and substantial data on psychometric properties. Salient aspects of the phcscs, which is a self-report measure for children and adolescents, include: a strong factor structure; substantial data on psychometric properties; applicability to screening, clinical, and educational purposes for individuals; and program and intervention evaluation. The KIDSc may provide a measure of self-concept accepting assumptions similar to the phcscs, but it is limited to events related to kindergarten. The primary value of the KIDSc as an indicator of self-concept would be for a narrow age range and in a narrow focus (academic/school related rather than global). A 36-item list of references and a 15-item bibliography of other self-concept measures are included. (Tjh)
Some Effects Among Self-Concept, Locus of Control, and Attribution in Young Children by John L Burns( Book )

1 edition published in 1986 in English and held by 2 WorldCat member libraries worldwide

Each of 91 kindergarten and 79 second grade children attending public and parochial schools were assessed to explore possible relationships between students' performance increments and decrements on experimenter-manipulated puzzle games and their causal attribution for performance, locus of control, and self-concept. The first research question concerned the self-serving bias aspect of attribution theory: Does performance decrement lead to external attribution? The second research question addressed locus of control and attribution: Does internal or external control affect attribution and is the effect modified by performance increment or decrement? The third research question concerned effects of self-concept on attribution and whether on not the performance variation would bear on the relationship between self-concept and attribution. Two self-concept measures were obtained for each subject: the students' teachers completed the Behavioral Academic Self-Esteem Scale (base), and students completed the Martinek-Zaichkowsky Self-Concept Scale (mzscs). The locus of control measure was the Stanford Preschool Internal-External Scale (spies). Generally, attribution showed minimal effects of self-concept, and no effect of either locus of control or self-serving bias. Attributions were more likely to be external than internal. This incidental effect was more pronounced for kindergarteners than for second graders. The preference for externality was unrelated to sex or performance variation conditions. (Rh)
Whatever Happened to Personality Studies of School Personnel? by Linda Hampton Wesson( Book )

1 edition published in 1991 in English and held by 2 WorldCat member libraries worldwide

Schools are currently being asked to serve as a catalyst for change with respect to problems confronting children and families in the United States. A problem solving approach has been articulated in the national educational goals set forth in the America 2000 program, involving schools in a restructuring movement which calls for school personnel to have the personality attributes of flexibility, resilience, risk taking, collaboration, communication, and rejection of conventional stereotypes. The position of this paper is that studies of personality attributes of administrators, teachers, and counselors are lacking. The paper advocates that research studies be conducted, yielding information which can be utilized to enhance current practice and assist in preparation of career school personnel. Four major areas are discussed: (1) the significance of the interface between psychology and education; (2) a review of the literature on personality measures; (3) the nature of gender which may be associated with different educational roles; and (4) issues of obtaining participants and achieving a fit among sample size, statistical techniques, and sophistication of the findings desired. (Ll)
School District Policies for Response to Death-Related Crises Fact or Fiction? by Nola J Christenberry( Book )

1 edition published in 1991 in English and held by 2 WorldCat member libraries worldwide

Findings of a literature review of school policies and procedures for school-based responses to death-related crises are presented in this paper. A rationale and guidelines for policy development and examples of practices for dealing with death-related incidents--such as suicide, homicide, drug overdose, and accidents--are described. Following an overview of the status of school-based practices, the conclusion is made that no scientific study has attempted to assess either the extent to which schools have established death-related crisis response policies or the effectiveness of alternative response practices. (25 references) (LMI)
A Comparison of Selected Characteristics of Teenage Mothers and Teenagers Who Have No Children by Pat Jimerson( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

To broaden the knowledge base of factors related to rapid subsequent births among teenage mothers, subsequently pregnant mothers (n=5), one-time mothers (n=5), and non-pregnant teenagers (n=10), between the ages of 14 and 22, were compared on use of contraceptives, educational goals, and family relationships. All subjects completed a personal information form, the Child-Parent Relationship Scale, and a semantic differential focusing on their perception of the mother figure. Analysis of results showed that 80% of the mothers were not raised in homes with both natural parents, while of the non-mothers 70% were raised with both natural parents and 30% with one natural parent and one stepparent. Of the mothers, 70% were married, but only half used contraceptives regularly and none used them always. Of the mothers, 70% did not attend school or work and had no immediate plans to do so. All of the non-mothers were in school and 80% had specific educational or occupational goals. Adolescents with more than one pregnancy rated their mothers somewhat less positively than did the other groups. (Jac)
Soil survey of Coosa County, Alabama by John L Burns( )

1 edition published in 2008 in English and held by 1 WorldCat member library worldwide

The endless frontier : [address at the annual banquet of the Canadian International Air Show, Toronto, Sept. 9, 1960 by John L Burns( Book )

1 edition published in 1960 in English and held by 1 WorldCat member library worldwide

Concerning them that sleep by John L Burns( Book )

in English and held by 1 WorldCat member library worldwide

The plant manager and the engineering functions by John L Burns( Book )

1 edition published in 1947 in English and held by 1 WorldCat member library worldwide

Montana : new towns and opportunities( Book )

1 edition published in 1917 in English and held by 1 WorldCat member library worldwide

1 sheet of newsprint, with printing on each side, encouraging people to come to Montana. Includes information about the homestead act of 1916 and information about potential railroads in Montana. Includes the phrases "There's a place for you in Montana" and "Think it over; then come to Montana."
Golf's mystique solved! by John L Burns( Book )

1 edition published in 1982 in English and held by 1 WorldCat member library worldwide

 
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Audience level: 0.47 (from 0.09 for The Civil ... to 0.95 for Presentati ...)

Alternative Names
John L. Burns Amerikaans militair (1793-1872)

John L. Burns militaire américain

John L. Burns militar estadounidense

John L. Burns US-amerikanischer Veteran und Teilnehmer der Schlacht von Gettysburg

جان ال. برنس

Languages
English (42)