The concept of self-regulation in learning has been assuming a rising importance in the literature once the research has suggested that students participate actively in their learning process, monitoring and regulating their study process to achieve self-set goals. Nevertheless, the information about self-regulation has not been yet systematized on the journals indexed in Scielo. Therefore, the current study performed a systematic review of the literature on Scielo.org, between the period 2001 and 2011 to analyze the existence evidence regarding: a) the nature of self-regulated learning, b) it's assessment, c) the promotion of self-regulated skills and their usefulness in the context of education, and d) the potential implication of teachers on the promotion of lifelong learning.

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This study explored mathematics teachers’ conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers’ feedback provided to students, students’ feedback provided to teachers, and homework self-feedback), being teachers’ monitoring of students’ learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research.

Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed.

Healthcare organizations have been struggling to get Business Process Management (BPM) and associated Information and Communication Technologies (ICT) properly aligned to improve their patients' service and quality of care. Nevertheless, the highly structured nature of larger organizations such as hospitals hampers this alignment, and commonly ICT is applied to isolated tasks or fragments of processes. In this paper, we present and discuss the results, in terms of complexity, of the introduction of a new scheduling system within the medical appointment and exam business processes of a large hospital. During the case study, we began by modelling the processes using the Business Process Modelling and Notation (BPMN) standard. We then used abstract metrics to compare the complexity between old (before the introduction of the scheduling system) and new processes, and interpreted the obtained results. Finally, we derived important conclusions that will help guide us in further business process optimization endeavors.