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Bishop, Crystal

Crystal Bishop HeadshotAssistant Research Scientist
Anita Zucker Center for Excellence in Early Childhood Studies

College of Education
University of Florida
2-160I Norman Hall
PO Box 117050
Gainesville, FL 32611
Phone number: 352-273-4251

Research Biography

Dr. Bishop’s research interests involve the translation of research and policy to practice. Her work has focused primarily on professional development as a mechanism for supporting the implementation of evidence-based practices in early childhood settings.

She is also interested in issues of measurement in early childhood settings, focusing on measuring the fidelity with which evidence-based practices are implemented in authentic early childhood settings, and the development of instruments that support practitioners to make data-informed decisions about their use of these practices.

Dr. Bishop is the project coordinator for a randomized controlled trial funded by the U.S. Department of Education’s Institute of Education Sciences to examine the impact of professional development on preschool teachers’ use of embedded instruction practices. She is also working with colleagues at the Anita Zucker Center for Excellence in Early Childhood Studies to support programs to implement Practice-based Coaching.


Ph.D. in Special Education with concentrations in Early Childhood Studies and Early Childhood Policy, Minor in Research Evaluation and Methodology, 2013
University of Florida

M.Ed. in Human Development Counseling, 2007
Vanderbilt University

B.S. in Zoology & Physiology, Minor in Psychology, 2004
University of Wyoming

Key Professional Appointments

Assistant Research Scientist, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 2018 – present

Post-doctoral Associate, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 2016 – 2018

Activities and Honors

J. David Sexton Doctoral Student Award, Division for Early Childhood, Council for Exceptional Children, 2013

Trainee, Early Childhood Longitudinal Study-Birth Cohort Training, Institute of Education Sciences, 2009

Long-Term Trainee, Mid-Tennessee Interdisciplinary Instruction in Neurodevelopmental Disabilities (Leadership Education in Neurodevelopmental and Related Disabilities) Program, Vanderbilt University, 2006 – 2007


Impact of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices: An Efficacy Trial of Tools for Teachers. Institute of Education Sciences, U.S. Department of Education, $3,500,000, 7/1/15 – 6/30/19, Project Coordinator (PI-Patricia Snyder), R324A150076

Selected Publications

Book Chapters

Snyder, P. A., Bishop, C., & Crow, R. (2018). Responsive practice-focused instructional leadership for early intervention. In B. Billingsley, M. L. Boscardin, & J. Crockett (Eds.), Handbook of leadership and administration for special education (2nd ed., pp. 393-416). New York, NY: Taylor and Francis.

Snyder, P., Bishop, C.C., & McLaughlin, T. (2017). Frameworks for guiding program focus and practices in early intervention. In J. M. Kauffman & D. P. Hallahan (Series Eds.) & M. Conroy (Section Ed.), Handbook of special education: Section XII Early identification and intervention in exceptionality. New York, NY: Routledge.

Bishop, C., Snyder, P., Algina, J., & Leite, W. (2016). Expanding frontiers in research designs and methods in support of evidence-based practice in early childhood special education. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education (pp. 501-540). New York: Springer.

Snyder, P., Crowe, C., & Crow, R. (2012). Responsive instructional leadership for early intervention. In J. B. Crockett, B. S. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership and administration (pp. 315-336). New York: Taylor & Francis.

Snyder, P., Denney, M., Pasia, C., & Rakap, S., & Crowe, C. (2011). Professional development in early childhood intervention. In C. Groark (Series Ed.) & L. Kaczmarek (Vol. Ed.), Early childhood intervention program policies for special needs children: Vol. 3. Emerging issues (pp. 169-204). Santa Barbara, CA: Praeger.

Journal Articles

Bishop, C., Leite, W., & Snyder, P. A. (2018). Using propensity score weighting to reduce selection bias in large-scale data sets. Journal of Early Intervention. Online first publication doi.org/10.1177/1053815118793430

Bishop, C., Snyder, P. A., & Crow, R. (2015). Impact of video self-monitoring with graduated training on implementation of embedded instructional learning trials. Topics in Early Childhood Special Education, 35, 170-182. doi: 10.1177/0271121415594797

Barton, E., Bishop, C., & Snyder, P. (2014). High quality instruction through CLTs: Blending intentional teaching with embedded instruction. In K. Pretti-Frontczak, J. Grisham-Brown, & L. Sullivan (Eds.), Blending practices for all children (Young Exceptional Children monograph series No. 16) (pp.  73-96). Los Angeles, CA: The Division for Early Childhood of the Council for Exceptional Children.

Snyder, P. A., Hemmeter, M. L., Fox, L., Bishop, C., & Miller, M. D. (2013). Developing and gathering psychometric evidence for a fidelity instrument: The Teaching Pyramid Observation Tool-Pilot Version. Journal of Early Intervention, 35, 150-172. doi: 10.1177/1053815113516794

Selected Links