Vibroacoustic therapy (VAT) is a treatment method that uses sinusoidal low-frequency sound and music. The purpose of this narrative review is to describe the effects of VAT on motor function in people with spastic cerebral palsy (CP) according to study design as well as providing information about the age of the participants, measurement tools, and sound frequencies that were used. The systematic search strategy based on the first two steps of a standard evidence-based approach were used: (1) formulation of a search question and (2) structured documented search including assessment of the relevance of abstracts and full texts to the search question and inclusion criteria. Out of 823 results of the search in 13 scholarly databases and 2 grey literature sources, 7 papers were relevant. Most of the relevant studies in children and adults presented significant improvement of motor function. According to the study design, only five experimental studies and two randomized controlled trial (RCT) studies were available. In the discussion, findings of this review are compared to other related methods that use mechanical vibrations without music. The authors recommend continuing to research the effects of VAT on motor function and spasticity in adolescents and young adults with spastic CP.

The role and importance of pedagogical leadership have been recognized in a number of research findings. In order to understand how practitioners in primary schools perceive the main features of pedagogical leadership in practice, a questionnaire survey was applied in five Czech primary schools. This questionnaire addressed eight dimensions of pedagogical leadership on a 9-point Likert scale from two different aspects: the importance and the evidence. Importance refers to the value given to the dimensions, and evidence refers to achievement and existence. Fifty partitioners participated in this research. The statistical analysis of research data revealed that, in most cases, the participative dimension of pedagogical leadership is considered the most important dimension. The research confirmed that pedagogical leadership should be a process of participation, learning and supporting that enhances the satisfaction of all stakeholders.

The relationship between school development and changing policy is in constant flux which adds to the complexity of school leadership. Based on investigation of the theories surrounding pedagogical leadership, the main purpose of this study explores the development of pedagogic leadership in schools providing compulsory education under current policies. A semi-structured interview was used on 30 head teachers from Sichuan Province in China who participated in this study. Results show that the current educational policies in China are supportive of the development of pedagogic leadership, and four dimensions of pedagogic leadership are significantly affected by changing policies. Despite that, the education policy implementation processes do not always support school development. The picture that emerges is beginning to show the distinct concept of Chinese education policy. However, as there still exist gaps to access supportive pedagogic leadership in China, there is a growing need to pay more attention to its effective and sustainable development.

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