Introduction Telehealth may be a viable means to deliver physical therapy services across a range of practice settings and health conditions; however, there is limited uptake of telehealth in clinical practice. The purpose of this study is to examine and describe trends, gaps and opportunities in published and emerging evidence regarding the use of real-time videoconferencing to deliver physical therapy services. Methods Four databases and three trial registries were searched using terms for physical therapy and telehealth. Inclusion criteria were primary studies, systematic reviews and published trial registries that had the following features: physical therapy assessment and/or treatment, real-time videoconferencing and English language. Title/abstract, full text screening and data extraction were completed by pairs of independent reviewers. Descriptive statistics stratified by published research and trial registry records were used to summarize study characteristics. Results A total of 100 studies (80 published and 20 trial registries) were included. Australia, Canada and the US have the highest proportion of published and emerging research (63.0%). The majority of conditions studied were musculoskeletal (42.0%). Computers were the most common videoconferencing technology used (31.0%) and only 14.0% of studies reported using a secure platform. The majority of studies examined health outcomes (64.0%) and process outcomes (65.0%), while only 32.0% reported system outcomes. Discussion Research in the field of telehealth and physical therapy is growing and becoming increasingly diverse with the advancements in technology.

This article addresses accountability issues that affect music education policy and implementation in the neoliberal education system. Using examples from education reform in Ontario, Canada, the author argues that two forms of accountability imbalances fostered by the neoliberal state-hierarchical answerability over communicative reason and top-down over bottom-up policymaking-allow the use of music curricula for political ends, to the detriment of curricular integrity and classroom delivery. The article also discusses how central governments that are responsible for developing standardized music curricula and allocating resources in an accountability vacuum may tacitly establish that "basic" subjects such as literacy, numeracy, and science are "more mandatory" than a mandated music curricula. The article concludes by recommending ways in which the centralized development of music education policy and resource allocation can be made more equitable both for those who encounter the curriculum at the local level and for the subject.

The rapid development of social media reflects both technologies and a field of scholarship that are constantly in flux. However, as boyd (2014) explains, although “the spaces may change, the organizing principles aren’t different” (p. 4). The chapters in this book explore theory, research, and practice in social media, along with the resulting implications for both how people think about social media and the practical applications for music learning and teaching. This includes informing and lowering boundaries between formal and informal music education practices in a digitally networked society. Social media and social networking in the 21st century have quickly changed the landscape of music learning and will continue to do so.

We all feel the implications of the force of social media—for good and for ill—in our lives and in our professional world. At the time of this writing, Facebook continues with its struggle to “clean up its act” as more revelations surrounding breaches of trust and hacked user data surface in the news and various countries attempt to hold Facebook to account. Despite this, social media use continues to grow exponentially, and the potential for responsible, ethical, and transparent social media to transform the ways in which we interact with and learn from each other increase with it. As we wait to see what the future holds for social media in society, we are reminded once again that it is the careful selection of pedagogical tools such as social media, as well the guided awareness of the challenges and benefits of those tools, that remains constant, even as tools may change, disappear, or fall out of fashion.

Neoliberalism and its educational reforms are premised on the importance of individual participation in market practices in order to further one’s own well-being. Such pursuits are supported by a negative justice conception of social welfare. These practices, which stress equality over equity, have distinct implications for how systems of education and citizens are discursively constructed and positioned in society. This affects how music education is structured and perceived within the practices of neoliberal education. This chapter explores the tensions between a neoliberal education ideology based on negative rights and social justice education underpinned by positive rights, the latter of which can lead to greater democratic participation, empathy, and equity in schools. Music education can play a role in subverting or providing an alternative approach to neoliberal education systems that focus primarily on developing self-interested, economic individuals who may be limited in the ways in which they view democratic participation.