Rapid Determination of Multiple Reaction Pathways in Molecular Systems: The Soft-Ratcheting Algorithm

We discuss the ``soft-ratcheting'' algorithm which generates targeted stochastic trajectories in molecular systems with scores corresponding to their probabilities. The procedure, which requires no initial pathway guess, is capable of rapidly determining multiple pathways between known states. Monotonic progress toward the target state is not required. The soft-ratcheting algorithm is applied to an all-atom model of alanine dipeptide, whose unbiased trajectories are assumed to follow overdamped Langevin dynamics. All possible pathways on the two-dimensional dihedral surface are determined. The associated probability scores, though not optimally distributed at present, may provide a mechanism for estimating reaction rates

Special Education Professional Standards: How Important Are They in the Context of Teacher Performance Evaluation?

Teacher performance evaluation represents a high stakes issue as evidenced by its pivotal emphasis in national and local education reform initiatives and federal policy levers. National, state, and local education leaders continue to experience unprecedented pressure to adopt standardized benchmarks to reflect and link student achievement data to formal teacher performance evaluations. No teacher performance evaluation measures have been developed for use with special education teachers or the settings in which they teach. Dedicated focus is needed to ensure that adopted evaluation measures are sensitive to the specific expertise reflected in the practices of specialty teachers and valid for use. This study explored whether special education stakeholders perceived skills subsumed within nationally endorsed professional special education standards to be important for special education teachers’ effectiveness. Findings are presented in terms of next steps to inform the development of a meaningful measure of special education teacher professional performance and implications for future research

Embracing intersectionality to create a collective living theory of practice

In this paper, we describe pivotal experiences that have shaped our respective professional journeys when teaching action research. We situate these experiences in relation to how they have contributed to our collective living theory of practice. This discussion unfolded as we explored ways to improve our own practices and the practices of our students. We conclude that this and similar questions can only be authentically answered when we as practitioners and faculty in higher education settings are willing to interrogate the contexts within which we interact and the complex intersections between our own intentional practices and selves and our students’ willingness to engage in critical discourse