The world is becoming progressively interconnected through technology, politics, culture, economics, and education. As educators we strive to provide instruction that prepares students to become active members of both their local and global communities. This dissertation presents one possible avenue for engaging students with art and multifaceted ideas about culture, community, and politics as it explores the possibilities for creating a community-based, art education curriculum that seeks a merger of global and local, or "glocal" thinking. Through curriculum action research, I explored the process of writing site-specific curriculum that focuses on publicly available, local works of art and encourages a connection between global experiences and local application. I have completed this research for two communities, one in Ohio and one in Texas, and investigated the similarities and differences that exist in the process and resulting curriculum for each location. Through textual analysis, interviews, curriculum writing, and personal reflections, I identified five essential components of a community-based, glocal art education curriculum: flexibility, authenticity, connectedness, glocal understandings, and publicly available art. Additionally, I developed a template for writing glocally focused, community-based art education curriculum and produced completed curricular units for each of the communities. Finally, I have made suggestions for the future …

This volume includes stories about the life of a West Texas oil driller named Gib Morgan and other folk stories about the oil industry.

Book about folklore in Texas, including folk songs, ghost stories, Mexican animal tales, anecdotes about lawyers, folklore about Texas plants, riddles and miscellaneous legends. The index begins on page 225.

A history of the Northeastern Ohio Chapter of the Church and Synagogue Library Association from 2011 through 2017, detailing past annual meetings and workshops, regional meetings, publications, members, and officers by year.