Weiss, Margaret

Send email to Dr. Weiss

Phone: (703) 993-5732
Fax: (703) 993-3681
Email: mweiss9 (@gmu.edu)

Margaret Weiss is an associate professor of special education at George Mason University. Before completing her PhD at the University of Virginia, Weiss was a special education teacher at the elementary, middle and high school levels. She taught as a self-contained classroom teacher, a co-teacher, and department chair in North Carolina, New Hampshire, and Virginia. Weiss’s main areas of research are in co-teaching and pre-service teacher preparation. With a colleague, she has developed a model of co-teaching that incorporates three elements, including specially designed instruction, and that clearly identifies the active role of the special education teacher. Weiss has published over 30 articles in peer-reviewed journals and is currently the President-Elect of the Teacher Education Division of the Council for Exceptional Children.

In 2022, she was interviewed by Nicholas Hoekstra for the Center of Innovation, Design, and Digital Learning (CIDDL).

• Using technology to support teacher education (e.g., eCoaching with bug in ear technology)
• Co-teaching and collaboration between general educators and special educators at the secondary level
• Co-teaching and collaboration between faculty members in teacher education
• Interventions to help secondary students with disabilities access the general education curriculum
• Qualitative methods, particularly Grounded Theory

Weiss, M. P., Rowe, D. A., Mims, P. J., & Farmer, T. W. (2023). There’s no place like us: Beyond fidelity of implementation in rural contexts. Journal of Emotional and Behavioral Disorders, 31(2), 154-167. https://doi.org/10.1177/10634266231155856

O’Brien, K. M., Weiss, M. P., & Baker, P. (2023). An undergraduate program to address the teacher shortage: What we thought we knew. Journal of Special Education Preparation, 3(1), 18-32. https://doi.org/10.33043/JOSEP.3.1.18-32

Weiss, M. P., Glaser, H. D., & Lloyd, J. W. (2022). An exploratory study of an instructional model for co-teaching. Exceptionality, 30(4), 232-245. https://doi.org/10.1080/09362835.2020.1727338.

Macedonia, A., & Weiss, M. P. (2022). Administrative support for provisionally-licensed special education teachers: Examining dimensions during a global pandemic. Journal of Education and Training Studies, 10(4), 30-45.

Williams, K., Weiss, M. P., & Baker, P. (2021). Using a culturally responsive lens in the revision of a core preparation course. Journal of Special Education Preparation, 1(2), 36-47.

Rodgers, W., Weiss, M. P., Ismail, H. (2021). What is specially designed instruction? A systematic literature review. Accepted Learning Disabilities Research and Practice. Online first https://doi.org/10.1111/ldrp.12247

Weiss, M. P., & Rodgers, W. (2020) Instruction in co-taught secondary classrooms: Three elements, two teachers, one unique idea. Psychology in the Schools, 57, 959-972. https://doi.org/10.1002/pits.22376

Weiss, M. P., Regan, K. S., & Baker, P. H. (2020). Supporting provisionally-licensed teachers using eCoaching in a distributed internship. The Teacher Educator’s Journal, 13, 52-75.

Weiss, M. P., Glaser, H. D., & Lloyd, J. W. (2020). An exploratory study of an instructional model for co-teaching. Exceptionality. Advanced online publication. https://doi.org/10.1080/09362835.2020.1727338.

Weiss, M. P., & Rodgers, W. (2020). Instruction in co-taught secondary classrooms: An exploratory case study in Algebra 1. Journal of American Academy of Special Education Professionals, Winter 2020.

Weiss, M. P., Regan, K. S., & Glaser, H. D. (2020). A case study of the development of an eCoach. Journal of Special Education Apprenticeship, 9(1), 1-17. http://www.josea.info/web/public/doc/archives/2020/Vol%209,%20No%201%20(Jan,%202020)/vol9no1-3-FT.pdf

Most cited publication:

Weiss, M. P., & Lloyd, J. W. (2002). Congruence between roles and actions of secondary special educators in co-taught and special education settings. Journal of Special Education, 36, 58-68.

Billingsley, B., Washburn, J., & Weiss, M. P. (2024). Pillar and embedded practices for collaboration with professionals. In Aceves, T. C. and Kennedy, M. J. (Eds.) (2024, February). High-leverage practices for students with disabilities (2^nd ed.). Arlington, VA: Council for Exceptional Children and CEEDAR Center.

Weiss, M. P. (2024). Embedded HLPs 13 and 15. In Aceves, T. C. and Kennedy, M. J. (Eds.) (2024, February). High-leverage practices for students with disabilities (2^nd ed.). Arlington, VA: Council for Exceptional Children and CEEDAR Center.

Mathews, H. M., Weiss, M. P., McKenney, N., & Silva, R. (2024). Coherence in special education teacher preparation: Developing sustainable professional identities. In E. D. McCray, E. Bettini, M. T. Brownell, J. McLeskey, and P. T. Sindelar (Eds)., Handbook of Research on Special Education Teacher Preparation (2^nd ed.; pp. 392-411). Routledge.

Weiss, M. P., Goran, L., Faggella-Luby, M., & Bateman, D. (2024). Special education of students with specific learning disabilities: Advancing values in specially designed instruction. In J. Bakken and F. Obiakor (Eds.), Advances in Special Education: Advancing Values. Emerald.

Weiss, M. P., Washburn, J., Friend, M., & Barron, T. (2023). High leverage practice #1: Collaboration with colleagues to increase student success. In J. McCleskey, M. Brownell, and B. Billingsley (Eds.), High Leverage Practices for Intensive Interventions.

Weiss, M. P., Scott, L., Taylor, J. P., and Durso, K. (2023). High leverage practice #4: Use multiple sources of information to develop a complete understanding of a student’s strengths and needs. In J. McCleskey, M. Brownell, and B. Billingsley (Eds.), High Leverage Practices for Intensive Interventions.

Weiss, M. P., Glaser, H., & Regan, K. S. (2022). eCoaching to support internship and induction. In B. S. Zugelder & Mark L’Esperance (Eds.), Handbook of Research on the Educator Continuum and Development of Teachers (pp. 212-230). IGI Global. Doi: https//:10.4018/978-1-6684-3848-0.ch011

• School of Education
• College of Education and Human Development
• Special Education: General Curriculum
• Special Education: Non-licensure
• Helen A. Kellar Institute for Human disAbilities
• Interdisciplinary Center for Research and Development in Teacher Education
• Center for Sport Management
• Region 4 Training and Technical Assistance Center

• Personnel Preparation Programs in Special Education (EDSE - 845)

• Internship in Education (EDCI 790)
• Characteristics of Students with Disabilities who Access the General Curriculum (EDSE 241)
• Assessment (EDSE 352)
• Consultation and Collaboration (EDSE 354)
• Introduction to Special Education (EDSE 401)
• Clinical Practice and Seminar 1: General (EDSE 445)
• Clinical Practice and Seminar 2: General (EDSE 446)
• Introduction to Special Education (EDSE 501)
• Characteristics of Students with Disabilities who Access the General Curriculum (EDSE 540)
• Vocabulary, Text Comprehension & Written Expression for Students with Specific Learning Disabilities (EDSE 565)
• Practicum I for Specialized Reading Instruction for Students with Specific Learning Disabilities (EDSE 566)
• Practicum for Specialized Reading Instruction for Students with Specific Learning Disabilities (EDSE 567)
• Special Topics in Education (EDSE 597)
• Assessment (EDSE 627)
• Secondary Curriculum and Strategies for Students with Disabilities who Access the General Curriculum (EDSE 629)
• Consultation and Collaboration (EDSE 662)
• Internship: Special Education in General Curriculum (EDSE 783)
• Internship in Special Education (EDSE 790)
• Current Issues in Special Education (EDSE 844)
• Assessment, Evaluation, and Instrumentation in Special Education Research (EDSE 846)
• Effective Collaboration for Teaching Diverse Learners in Secondary Social Studies (EDUC 592)
• Doctoral Internship in Education (EDUC 890)
• Independent Study for the Doctor of Philosophy in Education (EDUC 897)
• Advanced Internship in Education (EDUC 994)
• Doctoral Dissertation Proposal (EDUC 998)
• Doctoral Dissertation Research (EDUC 999)