Gotowe bibliografie tematyczne / Whole Language Approach

Gotowa bibliografia na temat „Whole Language Approach”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 19 lutego 2022

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Artykuły w czasopismach na temat "Whole Language Approach"

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Chaney, Carolyn. "Evaluating the Whole Language Approach to Language Arts". Language, Speech, and Hearing Services in Schools 21, nr 4 (październik 1990): 244–49. http://dx.doi.org/10.1044/0161-1461.2104.244.

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Whole language is an approach to teaching written language that focuses on the oral language experiences of the child, and the communication of meaning through print, rather than emphasizing the teaching of reading skills such as word recognition, sound symbol associations, or sound blending. This paper provides a critical analysis of the whole language approach, describing both its strengths and weaknesses. An integrated instructional approach which balances meaning and exposure to literature with skills instruction and practice is recommended.
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Bergen, Benjamin K. "A whole-systems approach to language". Annual Review of Cognitive Linguistics 6 (26.11.2008): 329–44. http://dx.doi.org/10.1075/arcl.6.18ste.

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Karch, Barbara. "A Whole Language Approach for Kindergarten". Gifted Child Today Magazine 13, nr 6 (listopad 1990): 56–59. http://dx.doi.org/10.1177/107621759001300616.

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Ross, Elinor P. "How to Use the Whole Language Approach". Adult Learning 1, nr 2 (październik 1989): 23–27. http://dx.doi.org/10.1177/104515958900100209.

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Braz, Lúcia. "A whole language approach in mathematics classrooms". Curriculum Studies 6, nr 1 (marzec 1998): 97–112. http://dx.doi.org/10.1080/14681369800200021.

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Renick, Patricia R. "A Whole Language Approach in an L.D. Classroom". Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, nr 4 (kwiecień 1992): 206–8. http://dx.doi.org/10.1080/00098655.1992.10114204.

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Zamzami, Novita Donna, Novi Nurhayati i Moh Salimi. "CONCEPT AND IMPLEMENTATION OF THE WHOLE LANGUAGE APPROACH IN INDONESIA LANGUAGE LEARNING". Social, Humanities, and Educational Studies (SHEs): Conference Series 1, nr 2 (11.01.2019): 314. http://dx.doi.org/10.20961/shes.v1i2.26744.

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<em>Education is a whole series of activities held by educators for students on all aspects of the development of student’s potential to achieve the goal. Educational objectives can be achieved through learning activities that are able to build and develop students' knowledge as a whole. Including in Indonesian learning. There are four skills in Indonesia language learning that must be developed, namely reading, listening, speaking and writing skills. The purpose of this study is to describe 1. Whole language approach, 2. Implementation of a Whole language approach in Indonesia language learning. The results of this study are: (1) Whole language is a language learning approach based on constructivism. Whole language is implemented contextually, logically, chronologically, communicatively, and intact so students can see language as a whole; (2) The implementation of the Whole language approach in Indonesian language learning is combining reading, listening, writing and speaking.</em>
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Zo, Bo-Ro, i Soo-Kyun Kim. "Hangul Serious Game for Childhood using Whole Language Approach". Journal of the Korea Contents Association 16, nr 2 (28.02.2016): 449–55. http://dx.doi.org/10.5392/jkca.2016.16.02.449.

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Hempenstall, Kerry. "The whole language approach to reading an Empiricist Critique". Australian Journal of Learning Disabilities 1, nr 3 (grudzień 1996): 22–32. http://dx.doi.org/10.1080/19404159609546512.

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Groff, Patrick. "Teachers’ opinions of the whole language approach to reading instruction". Annals of Dyslexia 41, nr 1 (styczeń 1991): 81–95. http://dx.doi.org/10.1007/bf02648079.

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Rozprawy doktorskie na temat "Whole Language Approach"

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Meyers, Robert H. "Moving into whole language practices". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/714.

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Pietsch, Susan. "Reaction and action: A study of progress into whole language". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/964.

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Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.

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Miller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.

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This qualitative research study examined the usage of whole-language instruction in the classrooms of four self-professed whole-language teachers. Data were collected from the following sources: classroom observations; interviews with the teachers and their principals; and a study of lesson plans, student work, textbooks, and curriculum guides. The following conclusions were drawn from the study. The teachers' pre-existing philosophical views regarding language instruction influenced the effectiveness with which they implemented whole-language instruction more than any other single factor. These philosophical bases also determined, to a large extent, the kinds of whole-language practices and strategies the teachers used in their instruction. The skills-oriented teachers most often stated that they used whole-language instruction in order to review or reinforce skills. The more holistic teachers most often stressed language development, language appreciation, and self expression. The data collected in this study led to the conclusion that teachers must become knowledgeable of whole-language principles and make a personal commitment to the whole-language philosophy in order to develop integrated, coherent whole-language instructional programs. The data also led the researcher to conclude that assessment of whole-language instruction was an area of ambiguity and uncertainty for the teachers involved in the study. The following recommendations were made from the study. Teachers should make conscious efforts to become cognizant of their basic philosophies and beliefs regarding how children learn and develop. Teachers should then ensure that their practices are consistent with their beliefs. Increased emphasis should be placed on developing appropriate means for assessing the effectiveness of whole-language instruction. School districts should provide adequate in-service opportunities and support services and receive the commitment of the teachers before initiating district-wide whole-language programs. Further research should be conducted on how teachers are affected when they are required to teach in ways which are inconsistent with their basic philosophies and/or teaching styles.
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Lindquist, Turi Moffitt. "Using whole language strategies with learning disabled children". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.

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Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.

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Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.

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Warren, Jennifer. "Whole language - reading and parents: A parent in-service". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.

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Hodgson, Carolyn R. "A handbook of teaching language arts using a whole-language approach for learning handicapped students". CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/392.

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Hernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach". CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.

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Książki na temat "Whole Language Approach"

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Cornett, Claudia E. Whole language=whole learning. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1990.

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Yeager, David Clark. The whole language companion. Glenview, IL: Scott Foresman and Company, 1991.

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Cochrane, Orin. Whole language evaluation for classrooms. Bothell, Wash: Wright Group, 1992.

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Goodman, Kenneth S. What's whole in whole language? Richmond Hill, Ont: Scholastic-TAB, 1986.

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What's whole in whole language? Portsmouth, N.H: Heinemann, 1986.

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Paulette, Whitman, red. Evaluation: Whole language, whole child. New York: Scholastic, 1988.

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J, Canady Robert, red. The whole language kindergarten. New York: Teachers College Press, Teachers College, Columbia University, 1990.

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Brown, Hazel. Inside whole language: A classroom view. Rozelle, NSW, Australia: Primary English Teaching Association, 1991.

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Vacca, Richard T. Case studies in whole language. Fort Worth: Harcourt Brace Jovanovich College Publishers, 1992.

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Lipa, Sara E. The whole language journey. Markham, Ont: Pippin Pub., 1991.

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Części książek na temat "Whole Language Approach"

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Laney, Jackie. "Whole Language Approach". W Encyclopedia of Child Behavior and Development, 1565–66. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3086.

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Walker-Gleaves, Caroline, i Alan Gleaves. "Language, Literacy and the Learning Environment". W Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions, 17–32. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714814.n2.

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Stewart, Catherine. "Severe Learning Difficulties and Children's Language Development". W Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions, 87–100. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714814.n6.

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Lopez, Elaine. "L2 Language Acquisition in the Classroom: Perspectives, Problems and Children's Lives". W Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions, 129–40. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714814.n9.

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Walker-Gleaves, Caroline, i Janet Degg. "The Language of Mathematics and the Particular Difficulties of Children with Foetal Alcohol Spectrum Disorders". W Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions, 179–92. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714814.n12.

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Stewart, Catherine. "PMLD and Language: The Impact of Teachers' Beliefs upon the Pedagogy of the Unspoken Word". W Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions, 193–206. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714814.n13.

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Björk, Helena. "Post-internet Verfremdung". W Post-Digital, Post-Internet Art and Education, 285–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_17.

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AbstractThe ease of uploading images on Instagram has meant that a whole generation grows up paying closer attention to visual language. At the same time, Instagram and other social media have come to dominate visual culture to the extent that we need to make an effort to unlearn what they have taught us. Here the internet is seen not only as a vital part of visual culture but also as a site of learning. This chapter presents a school assignment as a possible approach to online visual culture. By creating Instagram fiction, we can understand how social media operate both visually and socially. Parody and estrangement, or the Brechtian Verfremdungseffekt, are examples offered to examine a phenomenon and activate critical thinking.
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Schirmeier, Horst, Christoph Borchert, Martin Hoffmann, Christian Dietrich, Arthur Martens, Rüdiger Kapitza, Daniel Lohmann i Olaf Spinczyk. "Dependability Aspects in Configurable Embedded Operating Systems". W Dependable Embedded Systems, 85–116. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52017-5_4.

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AbstractAs all conceptual layers in the software stack depend on the operating system (OS) to reliably provide resource-management services and isolation, it can be considered the “reliable computing base” that must be hardened for correct operation under fault models such as transient hardware faults in the memory hierarchy. In this chapter, we approach the problem of system-software hardening in three complementary scenarios. (1) We address the following research question: Where do the general reliability limits of static system-software stacks lie, if designed from scratch with reliability as a first-class design goal? In order to reduce the proverbial “attack surface” as far as possible, we harness static application knowledge from an AUTOSAR-compliant task set, and protect the whole OS kernel with AN-encoding. This static approach yields an extremely reliable software system, but is constrained to specific application domains. (2) We investigate how reliable a dynamic COTS embedded OS can become if hardened with programming-language and compiler-based fault-tolerance techniques. We show that aspect-oriented programming is an appropriate means to encapsulate generic software-implemented hardware fault tolerance mechanisms that can be application-specifically applied to a selection of OS components. (3) We examine how system-software stacks can survive even more adverse fault models like whole-system outages, using emerging persistent memory (PM) technology as a vehicle for state conservation. Our findings include that software transactional memory facilitates maintaining consistent state within PM and allows fast recovery.
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Consoli, Sergio, Domenico Perrotta i Marco Turchi. "Reduced Variable Neighbourhood Search for the Generation of Controlled Circular Data". W Variable Neighborhood Search, 83–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69625-2_7.

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AbstractA number of artificial intelligence and machine learning problems need to be formulated within a directional space, where classical Euclidean geometry does not apply or needs to be readjusted into the circle. This is typical, for example, in computational linguistics and natural language processing, where language models based on Bag-of-Words, Vector Space, or Word Embedding, are largely used for tasks like document classification, information retrieval and recommendation systems, among others. In these contexts, for assessing document clustering and outliers detection applications, it is often necessary to generate data with directional properties and units that follow some model assumptions and possibly form close groups. In the following we propose a Reduced Variable Neighbourhood Search heuristic which is used to generate high-dimensional data controlled by the desired properties aimed at representing several real-world contexts. The whole problem is formulated as a non-linear continuous optimization problem, and it is shown that the proposed Reduced Variable Neighbourhood Search is able to generate high-dimensional solutions to the problem in short computational time. A comparison with the state-of-the-art local search routine used to address this problem shows the greater efficiency of the approach presented here.
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Shivkumar, Bhargav, Enrique Naudon i Lukasz Ziarek. "Putting Gradual Types to Work". W Practical Aspects of Declarative Languages, 54–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67438-0_4.

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AbstractIn this paper, we describe our experience incorporating gradual types in a statically typed functional language with Hindley-Milner style type inference. Where most gradually typed systems aim to improve static checking in a dynamically typed language, we approach it from the opposite perspective and promote dynamic checking in a statically typed language. Our approach provides a glimpse into how languages like SML and OCaml might handle gradual typing. We discuss our implementation and challenges faced—specifically how gradual typing rules apply to our representation of composite and recursive types. We review the various implementations that add dynamic typing to a statically typed language in order to highlight the different ways of mixing static and dynamic typing and examine possible inspirations while maintaining the gradual nature of our type system. This paper also discusses our motivation for adding gradual types to our language, and the practical benefits of doing so in our industrial setting.
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Streszczenia konferencji na temat "Whole Language Approach"

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Susanti, Ari, Mustaji Mustaji i Umi Anugerah Izzati. "Entering Children’s Literacy Through Whole Language Approach". W Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.4.

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Zhang, Wei. "Research on College Oral English Teaching Based on Whole Language Approach". W 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.26.

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Purwaningsih, Brigida. "The Effect of Constructivism and Whole Language Approach to Poetry Writting Skills". W Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288100.

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Usman, Herlina, Ika Lestari i Noldy Pelenkahu. "English e-Book for Elementary School Students: Research by Design Based on Whole Language Approach". W Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.092.

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Zhou, Li-Qian, Zu-Guo Yu, Guo-Sheng Han, Guang-ming Zhou i De-sheng Wang. "Some comparison on whole-proteome phylogeny of large dsDNA viruses based on dynamical language approach and feature frequency profiles method". W 2012 8th International Conference on Natural Computation (ICNC). IEEE, 2012. http://dx.doi.org/10.1109/icnc.2012.6234564.

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Hanesová, Dana. "SERVICE LEARNING INTEGRATED WITH FOREIGN LANGUAGES LEARNING: PROMOTING TRANSVERSAL COMPETENCIES". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end095.

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In this article, the author will present an innovative way how to develop students' foreign language communicative and intercultural competence alongside with a whole set of transversal competencies via an innovated version of foreign language courses. They may be attended by both university students or secondary school students. The basic idea of such a course, in our case called "Global Encounters in Local Settings", is giving students space to create a service-learning project for a community. Students have to work in linguistically and ethnically mixed groups. Each group decides to about the focus of their project and the procedures of its implementation. Via these cooperative projects accomplished while using various foreign languages - suitable also for online learning space, the students can develop various transversal competencies, such as critical and reflective thinking, plurilingual and intercultural competence, problem-solving, team-work skills, interpersonal and other social competencies, willingness to take risks and seek challenges, leadership development skills, time management and planning skills, inclusive approach, and active citizenship. The first version of such course was tested on several groups of university students in Slovakia (in 2020). The post-tests and reflections after accomplishing this course showed evident growth in the above-mentioned competencies.
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Meshkova, Irina, Olga Sheremetieva i Larissa Spynu. "TRAINING IN RENDERING AND TRANSLATION AT NON-LINGUISTIC FACULTIES DURING THE 2020 PANDEMIC". W ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020108.

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The article is devoted to the peculiarities of teaching French at non-linguistic faculties, the analysis of the concepts of rendering, retelling (resumé, compte-rendu, synthèse), rendering translation of texts using an interdisciplinary approach in the context of the development of digital technologies in the modern educational space, in particular, during the Covid-19 pandemic. Extraordinary circumstances have set before teachers from many countries of the world, including Russian teachers, the task of modernizing pedagogical processes as part of the transition to a distance learning format using one or another electronic educational platform. The problem arises from integrating educational and methodological materials into the concept of distance learning, taking into account various digital resources and stages of development of information and communication technologies. A distinctive feature of the situation is the blurring of boundaries between traditional and distance approaches both in whole education, and in particular in teaching foreign languages. Teaching rendering as the most important type of speech activity, working with foreign language texts for the purpose of their subsequent rendering, is necessary to prepare students for research activities. Rendering translation plays an important teaching role and has significant potential. In the French language classes at the non-linguistic faculties of the RUDN University, texts of various genres are offered for rendering translation, for example, literary, journalistic, as well as scientific texts on relevant topics. As a result, students must learn to submit an informative abstract/summary (summary-synopsis), which contains in a generalized form all the main provisions of the original text. In the course of rendering translation, the student carries out semantic or informational processing of the text, learns to avoid violations of the theme-rhematic sequence, maintain the coherence of the text, correctly organizing information in paragraphs and preserving subject-logical connections. In addition to the skills of rendering translation, students are trained in language mediation, which is carried out by reformulating it in the form of a resume or report. The use of digital educational technologies and traditional pedagogical approaches within the framework of ensuring the concept of lifelong education helps to solve the problem, regardless of the location of the teacher and student. Under the conditions of distance learning during the COVID 19 period, the authors developed and successfully applied a system of exercises and tasks aimed at the formation and development of rendering skills, rendering translation, language mediation in French classes for students of non-linguistic faculties of RUDN University.
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Tiapkina, Aleksandra Sergeevna, i Aleksandr Lvovich Bolkhovskoi. "Germenevticheskii podkhod k organizatsii raboty nad tekstom uchashchikhsia srednego zvena". W International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32767.

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The article deals with the aspects of hermeneutic approach in the method of working on the text with middle-level students. The problem of understanding has always been Central not only in linguistics but also in philosophy, while Philology distinguishes three types of understanding: semantic, cognitive and distributive. The main thing in the method described by the authors is a test that acts not as a basis for learning, but as an object of understanding, and the language is perceived not as a system of signs, but as our cultural and historical heritage as a whole. A detailed description of the levels of understanding of the text, when the information turns into knowledge, methods of formation of the ability to design your own text based on the intended listener or reader. Alternately, students placed in different communicative position from the speaker, pereskazchika or writer to researcher, collaborator or critic.
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Oruc, Orcun. "Role-Based Embedded Domain-Specific Language for Collaborative Multi-Agent Systems through Blockchain Technology". W 9th International Conference of Security, Privacy and Trust Management (SPTM 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.110501.

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Multi-agent systems have evolved with their complexities over the past few decades. To create multi-agent systems, developers should understand the design, analysis, and implementation together. Agent-oriented software engineering applies best practices through mainly software agents with abstraction levels in the multi-agent systems. However, abstraction levels take a considerable amount of time due to the design complexity and adversity of the analysis phase before implementing them. Moreover, trust and security of multi-agent systems have never been detailed in the design and analysis phase even though the implementation of trust and security on the tamper-proof data are necessary for developers. Nonetheless, object-oriented programming is the right way to do it, when implementing complex software agents, one of the major problems is that the object-oriented programming approach still has a complex process-interaction and a burden of event-goal combination to represent actions by multi-agents. Designated roles with their relationships, invariants, and constraints of roles can be constructed based on blockchain contracts between agents. Furthermore, in the case of new agents who participate in an agent network, decentralization and transparency are two key parameters, which agents can exchange trusted information and reach a consensus aspect of roles. This study will take the software agent development as a whole with analysis, design, and development with role-object pattern in terms of smart contract applications. In this paper, we aim to propose a role-based domain-specific language that enables smart contracts which can be used in agent-oriented frameworks. Furthermore, we would like to refer to methodology, results of the research, and case study to enlighten readers in a better way. Finally, we summarize findings and highlight the main research points by inferencing in the conclusion section.
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Choesin, Ezra Mahresi, i Dea Rifia Bella. "Pointing Gestures and Verbal Acts: Linguistic Boundaries in Barter Markets by Puor and Lamalera People, East Nusa Tenggara, Indonesia". W GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-2.

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This article highlights language practices by Puor and Lamalera people, in South Lembata, East Nusa Tenggara, in Indonesia, in a ‘barter market’ context. While interacting in the barter market, Puor and Lamalera people prefer to use their own local languages, rather than Bahasa Indonesia, the language regarded as the lingua franca in a linguistically diverse Indonesia. Unavoidably, the use of these local languages in Indonesia is invoked through specific cultural assessments. In this barter market, speakers combine verbal acts and pointing gestures to supplement their linguistic repertoires and to convey message amplifiers that embody cultural meanings in their respective frames of reference and communicative events. The use of pointing gestures and verbal acts that build the linguistic repertoires becomes the main rule of interacting in the barter market, the social phenomena of which renders this market different from other ‘money’ markets. The paper employs an ethnography of communication approach, through which to elicit and frame significant patterns and functions in these language practices. This article attempts to offer a unique perspective in the use of local languages in Indonesia, by presenting language as practice rather than as a linguistic system of sounds. As such, the categorization of language becomes blurred in that Puor and Lamalera linguistic repertoires shift as they are predicated on practice.
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Raporty organizacyjne na temat "Whole Language Approach"

1

Shapiro, Ardyth. A Descriptive Study of the Implementation of an Integrated Whole Language Approach at the Fifth Grade Level. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1204.

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Lumpkin, Shamsie, Isaac Parrish, Austin Terrell i Dwayne Accardo. Pain Control: Opioid vs. Nonopioid Analgesia During the Immediate Postoperative Period. University of Tennessee Health Science Center, lipiec 2021. http://dx.doi.org/10.21007/con.dnp.2021.0008.

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Background Opioid analgesia has become the mainstay for acute pain management in the postoperative setting. However, the use of opioid medications comes with significant risks and side effects. Due to increasing numbers of prescriptions to those with chronic pain, opioid medications have become more expensive while becoming less effective due to the buildup of patient tolerance. The idea of opioid-free analgesic techniques has rarely been breached in many hospitals. Emerging research has shown that opioid-sparing approaches have resulted in lower reported pain scores across the board, as well as significant cost reductions to hospitals and insurance agencies. In addition to providing adequate pain relief, the predicted cost burden of an opioid-free or opioid-sparing approach is significantly less than traditional methods. Methods The following groups were considered in our inclusion criteria: those who speak the English language, all races and ethnicities, male or female, home medications, those who are at least 18 years of age and able to provide written informed consent, those undergoing inpatient or same-day surgical procedures. In addition, our scoping review includes the following exclusion criteria: those who are non-English speaking, those who are less than 18 years of age, those who are not undergoing surgical procedures while admitted, those who are unable to provide numeric pain score due to clinical status, those who are unable to provide written informed consent, and those who decline participation in the study. Data was extracted by one reviewer and verified by the remaining two group members. Extraction was divided as equally as possible among the 11 listed references. Discrepancies in data extraction were discussed between the article reviewer, project editor, and group leader. Results We identified nine primary sources addressing the use of ketamine as an alternative to opioid analgesia and post-operative pain control. Our findings indicate a positive correlation between perioperative ketamine administration and postoperative pain control. While this information provides insight on opioid-free analgesia, it also revealed the limited amount of research conducted in this area of practice. The strategies for several of the clinical trials limited ketamine administration to a small niche of patients. The included studies provided evidence for lower pain scores, reductions in opioid consumption, and better patient outcomes. Implications for Nursing Practice Based on the results of the studies’ randomized controlled trials and meta-analyses, the effects of ketamine are shown as an adequate analgesic alternative to opioids postoperatively. The cited resources showed that ketamine can be used as a sole agent, or combined effectively with reduced doses of opioids for multimodal therapy. There were noted limitations in some of the research articles. Not all of the cited studies were able to include definitive evidence of proper blinding techniques or randomization methods. Small sample sizes and the inclusion of specific patient populations identified within several of the studies can skew data in one direction or another; therefore, significant clinical results cannot be generalized to patient populations across the board.
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