Dr. Margaret Weiss
PhD, University of Virginia
Principal Investigator, TTAC School Age, Region 4 Training and Technical Assistance Center
Academic Program Coordinator (undergraduate), Special Education: General Curriculum
Helen A. Kellar Institute for Human disAbilities
Interdisciplinary Center for Research and Development in Teacher Education
Phone: (703) 993-5732
Fax: (703) 993-3681
Email: mweiss9 (@gmu.edu)
George Mason University
Finley Building 213
4400 University Dr.
Fairfax, VA 22030
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 for six years. 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
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.
- School of Education
- College of Education and Human Development
- Division of Special Education and disAbility Research
- Special Education
- 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
- Internship in Education (EDCI 790)
- Characteristics of Students with Disabilities who Access the General Curriculum (EDSE 241)
- Assessment (EDSE 352)
- Introduction to Special Education (EDSE 401)
- 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)
- 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)
- Personnel Preparation Programs in Special Education (EDSE 845)
- 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)