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A survey was conducted of teachers' classroom management practices in the United States and Greece. The United States sample consisted of 149 teachers in Arizona, Illinois, Louisiana, Mississippi and Alabama. The Greek sample consisted of 97 teachers in Athens and the surrounding area. The survey asked questions regarding teachers' use of important classroom management principles (e.g. rules, classroom management practices). Responses of the teachers in the two samples were remarkably similar which indicates that, overall, teachers are reporting the use of empirically validated classroom management procedures (e.g. rules, positive reinforcement) in relatively high frequencies. Results and implications are discussed in terms of the importance of cross-cultural research of this type.

The purpose of the present investigation was to extend the research related to the possible negative side effects of extrinsic reinforcement on children's compliant behavior, particularly the overjustification effect. Specifically, this study examined the effects of a token reinforcement procedure in a naturalistic environment (third grade classroom) on children's compliance with classroom rules. Three students exhibiting high compliance with classroom rules were selected. Results indicated that the introduction of a token reinforcement program contingent on the occurrence of rule compliance had no detrimental effect on their rule compliant behavior following the withdrawal of the token procedure (i.e., comparison of Baseline I and Baseline II). Thus, the overjustification effect was not supported.