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Abstract
The purpose of this paper is to identify key characteristics and forms that both research approaches use within
the applied field of education. In this paper, we ask—how are CPAR and IS-GR similar and different? And, can
tools or propositions from each be used in tandem within a research project? We invite readers to consider
useful frameworks created to address problems of practice. Drawing strength from our diverse backgrounds
(fields of study and professional roles), we aim to identify clear overlaps and divergent perspectives between
the two approaches to aid scholarly practitioners in making informed decisions about the research frameworks
they choose to take up to address pressing problems of practice in education.