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Comprendre les liens professionnels entre le RASED et les équipes éducatives : intérêt des traitements statistiques fondés sur la complémentarité du quantitatif et du qualitatif

Jean-Claude Régnier 1, * Marie-Françoise Crouzier 2
* Corresponding author
1 ADIS-Langues
ICAR - Interactions, Corpus, Apprentissages, Représentations
Abstract : This PhD dissertation (CROUZIER 2003) focuses on the analysis of the professional relationships between the French institutional comprehensive remedial scheme known as RASED and educational teams in primary schools. We have jointly identified the data relevant to a thorough understanding of such relationships, opting for a method of data processing combining the advantages of both quantitative and qualitative approaches. We have chiefly relied on a specific brand of textual statistics (LEBART SALEM 1994) in order to explore a corpus made up of interviews with the primary school staffs involved in the scheme. The statistical approach accords with the conception of statistical processing developed by JC Regnier (REGNIER 1998, 2002). The processing itself has been engineered thanks to CISIA's software, known as SPAD (portable data processing system). It has enabled us to decrypt the different types of corpuses through Correspondence Analysis (CA). Both the raw and the coded corpuses have been submitted to different types of processing. The approach, combining quantitative and qualitative elements, opens up on to new powerful interpretative insights and sheds a new light on the intricate network of interaction between the people involved.
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https://hal.inria.fr/hal-00818623
Contributor : Jean-Claude Regnier <>
Submitted on : Sunday, April 28, 2013 - 12:41:39 PM
Last modification on : Tuesday, May 19, 2020 - 12:38:22 PM

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  • HAL Id : hal-00818623, version 1

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Jean-Claude Régnier, Marie-Françoise Crouzier. Comprendre les liens professionnels entre le RASED et les équipes éducatives : intérêt des traitements statistiques fondés sur la complémentarité du quantitatif et du qualitatif. Conjectura: filosofia e educação (ISSN: 0103-1457), Universidade de Caxias do Sul - UCS - RS Brasil, 2013, 18 (2). ⟨hal-00818623⟩

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