College of Education and Human Development - George Mason University
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Weiss, Margaret

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PhD, University of Virginia
Assistant Professor
Principal Investigator, Region 4 Training and Technical Assistance Center
Helen A. Kellar Institute for Human disAbilities
Sp Ed: General Curriculum
Special Education

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

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

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

Weiss, M. P., & Fagella-Luby, M. (In press). Transition services for students with learning disabilities. In J. P. Bakken and F. E. Obiakor (Eds.), Transition services for students with disabilities (Vol. 35). Bingley, United Kingdom: Emerald Group Publishing Limited.

Regan, K. S., & Weiss, M. P. (2019). Bug-In-Ear coaching for teacher candidates: What, why, and how to get started. Intervention in School and Clinic (Published Online First 4/29/2019). Doi: 10.1177/1053451219842218

Weiss, M. P., & Glaser, H. (2019). Instruction in co-teaching in the age of Endrew F. Behavior Modification (Published Online First 3/7/2019). Doi:10.1177/0145445519836071

Rodgers, W., & Weiss, M. P. (2019). Evidence-based instruction in co-taught secondary mathematics courses. TEACHING Exceptional Children, 51, 276-285. 

Weiss, M. P. (2018). Interventions for students with learning disabilities. In F. E. Obiakor and J. P. Bakken (Eds.), Viewpoints on interventions for learners with disabilities (pp. 13-30). London: Emerald.

McElwee, C. B., Regan, K., Baker, P., & Weiss, M. P. (2018). Preservice teachers’ perceptions: The influence of university coursework, context, and relationships during the clinical teaching experience. The Teacher Educator’s Journal, 11, 22-51.

Weiss, M. P. (2018). How to review for TEACHING Exceptional Children. TEACHING Exceptional Children, 50, 123-129.

Weiss, M. P., & Glaser, H. (2017). Specially-designed instruction in co-teaching: The need for a clear framework. In J. P. Bakken (Ed.), Classrooms: Assessment practices for teachers and student improvement strategies (pp. 57-72). Hauppauge, NY: NovaScience.

Weiss, M. P., Pellegrino, A., & Regan, K. (2017). Collaboration in teacher education: Hurdles crossed, lessons learned. In J. Goeke, K. Mitchem, and K. Kossar (Eds.), Redesigning special education teacher preparation: Challenges and solutions (pp. 81-96). New York: Routledge.

Nagro, S. A., Weiss, M. P., & True, J. (2017). “I hate math!” Making mathematics more accessible for students with disabilities. In W. Murawski & K. L. Scott (Eds.), What really works in special education (pp. 6-22). Thousand Oaks, CA: Corwin.

Pellegrino, A., & Weiss, M. P. (2017). Examining collaboration in preservice teacher preparation and clinical practice. Action in Teacher Education, 39, 340-357. 

Regan, K., Weiss, M. P., & Evmenova, A. (2017). Using eCoaching to prepare novice teacher educators. Journal of Teaching and Learning with Technology, 6(1), 45-64.