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Dr. Margaret Weiss
PhD, University of Virginia
Associate Professor
Director, Interdisciplinary Center for Research and Development in Teacher Education
Principal Investigator, TTAC School Age, Region 4 Training and Technical Assistance Center
Academic Program Coordinator (undergraduate core), Special Education: General Curriculum
Helen A. Kellar Institute for Human disAbilities

Contact Information

Send email to Dr. Weiss

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

George Mason University
Fairfax Campus
Finley Building 213
4400 University Dr.
MS 1F2
Fairfax, VA 22030

Profile

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 in multiple service delivery settings in North Carolina, New Hampshire, and Virginia. Weiss’s main areas of research are in co-teaching, eCoaching, 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. Currently, Dr. Weiss participates in the Va CEEDAR State Leadership team, directs the RITE Center, and oversees the Va Department of Education Training and Technical Assistance Center (TTAC) at George Mason.

Dr. Weiss has appeared in several podcasts, including Co-teachers in Classrooms Getting Coffee through the TTAC at Va Tech and Think Aloud with Dr. G with Dr. Lisa Goran at Mizzou.

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

Research Interests
  • 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
Recent Publications

 

Regan, K., Weiss, M. P., & O’Brien, K. (2025). Revisioning the role of supervision for provisionally licensed special educators. Teacher Education and Special Education, 48(2), 122-144.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 (2nd 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 (2nd 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 (2nd 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

 

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