Joseph C. Kush

{{short description|American psychologist}}

{{Orphan|date=August 2023}}

{{Infobox scientist

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| name = Joseph C. Kush

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| birth_name = Joseph C. Kush

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| birth_place = Topeka, Kansas, U.S.

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| nationality = American

| fields = School psychology

| workplaces = Duquesne University

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| education = Washburn University (BS)
Pittsburg State University (MS)
Arizona State University (PhD)

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| thesis_title = Fild-Dependence, Cognitive Ability, and Academic Achievement in Anglo American and Mexican American Students

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| doctoral_advisor = Edward N. Argulewicz

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| known_for = Research examining test bias and test fairness in intellectual assessment

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| partner = Inna Vaisleib, M.D.

| children = 2

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Joseph C. Kush is an American school psychologist and Professor at Duquesne University, in Pittsburgh, Pennsylvania.{{cite web |title=Joseph Kush, Ph.D. |url=https://www.duq.edu/faculty-and-staff/joseph-kush.php |website=Duquesne University |language=en}} He was born in Topeka Kansas and attended Hayden High School and Washburn University where he received a B.S. in Psychology, and Pittsburg State University where he received his M.S., also in psychology. He subsequently attended Arizona State University, where he received his Ph.D. in school psychology. He is also a past-president of the Arizona Association of School Psychologists. He was a 2018-19 Fulbright Scholar{{cite web |title=Joseph Kush {{!}} Fulbright Scholar Program |url=https://fulbrightscholars.org/grantee/joseph-kush |website=Fulbright Scholar}} who taught and conducted research at Sumy State University in Ukraine.{{cite web |title=American university professor will lecture in SSU |url=https://int.sumdu.edu.ua/en/news/1681-american-university-professor-will-lecture-in-ssu.html |website=Sumy State University |language=en-gb}} His research interests include the assessment of intelligence in children, computational thinking, and instructional technology. His most recent research examines bias in psychological assessment using artificial intelligence.

Selected publications

  • Kush, J. C. (in press). Elemental cognitive tasks: Supplements or alternatives to traditional IQ batteries? In G. Canivez (Ed.), Assessing psychometric fitness of intelligence tests: Toward evidenced-based interpretation practices. Rowman & Littlefield. Lanham, MD
  • Kush, J. C., & Canivez, G. L. (2021). Construct validity of the WISC–IV Italian Edition: A bifactor examination of the standardization sample: Chi niente sa, di niente dubita. International Journal of School and Educational Psychology. 9, 73-87. {{doi|10.1080/21683603.2019.1638854}}
  • Kush, J. C. (2019). Correlates and stability of alternate stimuli in a computer-based measure of inspection time. The Journal of General Psychology. 146, 17-33. {{doi|10.1080/00221309.2018.1527282}}
  • Kush, J. C. (2019). Incorporating meta-cognitive instruction in reading comprehension into philological training. Filologichni Traktaty, 11, 50-55. {{doi|10.21272/Ftrk.2019.11(2)-5}}.
  • Kush, J. C. (2019). Computational thinking as a pedagogical tool for Ukrainian students. Professionalism of the Teacher: Theoretical and Methodological Aspects. Професіоналізм педагога: теоретичні й методичні аспекти, 9, 32-45. {{doi|10.31865/2414-9292.9.2019.174532}}
  • Kush, J. C. (Editor). (2013). Intelligence Quotient: testing, Role of genetics and the environment and social outcomes. Hauppauge, NY: Nova Science Publishers. {{ISBN|978-1-62618-728-3}}
  • Yamamoto, J., Kush, J. C., Lombard, R., & Hertzog, C. J. (Eds.), (2010). Technology implementation and teacher education: Reflective models. Information Science Publishing. {{ISBN|9781615208975}}

References