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Culturally Responsive Pedagogy (CRP) has become an emerging strategy for improving low-income communities' educational outcomes. This school – community-based ethnographic case study investigates CRP strategies for improving education outcomes in a Ghanaian rural Basic School. The data collection included student assignments, focus group discussions, teachers' reflective essays, interviews, and field observations in a Ghanaian Basic School and its community. Using CRP theorisation and Bourdieu's socio-cultural theory, a thematic analysis of qualitative data found that the participating rural students' aspirations and school success priorities were heavily shaped by their immediate environment, embedded cultural capital and significant social others – especially their families and teachers. Teachers' cultural capital, including: 1) socio-cultural knowledge of their learners' background, 2) development of local cultural competencies and 3) forging school-home collaborative cultures facilitated rural schooling success. Therefore, the study argues for a grassroots approach to teacher development and a school-community collaborative approach to learning through a greater harnessing of home cultural capital as a critical strategy for re-positioning CRP for improved education outcomes for rural children in Ghana. [ABSTRACT FROM AUTHOR]

Postgraduate students often find work and thesis preparation demands compelling which in turn affect their thesis completion. The authors conducted a descriptive survey with a sample of 161 graduate thesis candidates (representing a 57% data collection return rate) using the census of the target population. Three scales were used to measure academic stress, academic burnout, and thesis completion, respectively; the questionnaires were administered via Google Forms. The data were analysed using Pearson's correlation coefficient and multiple linear regression. We found that lack of or inadequate sponsorship from beneficent organisations, several administrative bureaucracies, and inaccessibility to research databases, among others, place academic stress on graduate candidates, which connects with burnout, affecting thesis completion. The study also found that academic stress and burnout are essential determinants and predictors of thesis completion. The authors thus recommend that postgraduate schools design and implement thesis preparation schemes that consider this study's findings, especially those that recognise the elements of academic stress and its related burnout concerns for thesis candidates. [ABSTRACT FROM AUTHOR]