丁香园AV

Mota, G., Baker, G., Ilari, B., O鈥橬eill, S. A., & Senyshyn, Y. (2016). Social inclusion and non-formal music learning鈥攊n the shadow of Venezuela鈥檚 El Sistema. In S. A. O鈥橬eill (Series Ed.) and R. Wright, B. A. Younker, & C. Beynon (Vol. Eds.), Research to practice: Vol. 7. 21st century music education: Informal learning and non-formal teaching approaches in school and community contexts (pp. 38-54). Waterloo, ON: Canadian Music Educators鈥� Association.

Senyshyn, Y. (2012). Personhood of the Music Teacher and Learner: A Narrative Plea for Humility and the Good. In O鈥橬eill, S. (Eds.), CMEA/ACME, Personhood and Music Learning: Connecting Perspectives and Narratives (pp. 241鈥�254). CMEA Publishers.

O鈥橬eill, S. and Senyshyn, Y. (2011). Philosophical and Psychological Learning Theories: How They Shape Our Understanding of Musical Learning In Colwell, R. and Webster, P. MENC Handbook of Research on Music Learning. New York: Oxford University Press.

Senyshyn, Y. (2009). Kierkegaard, emotion, and the individual: passion of the in铿乶ite as the truth for educational leadership In Eugenie A. Samier and Mich猫le Schmidt (Eds.), Emotional Dimensions of Educational Administration and Leadership (pp. 41鈥�52). Oxford: Routledge.

Senyshyn, Y. (2007). Philosophy and Music in the Art of a Poet. In Francesco Loriggio (Ed.), The last effort of dreams (pp. 228). Waterloo: Wilfrid Laurier Press.  ISBN: 1-55458-019-6 ISBN13: 978-1-55458-019-4

Senyshyn, Y. (2004). Popular Music and the Intolerant Classroom In Lee R. Bartel (Ed.), Questioning the Music Education Paradigm Published as Volume 2 of The Biennial Series, Research to Practice, (pp. 110鈥�12). 0Toronto: Canadian Music Educators鈥� Association.

Senyshyn, Y. (1998). Subjectivity Revisited: Passion as Truth in Music Education. In Eunshik Choi and Myng-sook Auh (Eds.), Searching for a New Paradigm of Music Education Research. The Korean Music Education Society, Hawoo Publishers.