This study examined the effectiveness of “Reciprocal Teaching in Classroom（RTC）” in Japanese language group learning, focusing on the children who experience difficulty with the interactive aspects of group learning. A total of thirty fifth grade children participated in this study. In addition to the core elements of RTC instruction, including "role assignment" and "guidance with discussion procedure", empathic consideration between classmates was promoted through making eye contact, listening with a smile, demonstrating agreeable responses amongst other indicators. As a result of quantitative data analysis, a significant improvement was seen in poetry reading performance across the whole class. Furthermore, discourse analysis revealed that the child who often felt tense and had difficulty communicating with others become more able to participate in group learning actively, and he/she could read with greater depth in understanding. Both quantitative and qualitative results showed that RTC in Japanese language group learning was important for improving the reading performance of elementary children, especially those experiencing difficulty in communicating others in a group learning context. Implications and limitations of this study for future research were discussed.

  In this study, we develop a rejection sensitivity scale particularly for elementary school students（grades 4-6）. The scale can be used in Japanese educational settings based on Downey and Feldman’s 1996 definition of rejection sensitivity. Using this scale, the present study investigated the relationship between rejection sensitivity, school adaptation and damage due to bullying. About 350 elementary school students from grades 4 to 6 participated in the study survey. The survey was used to create a 3-factor rejection sensitivity scale with the factors “anticipating rejection and feelings of insecurity in interpersonal relationships,” “fear of and hypersensitivity to rejection,” and “anger toward and counterattacking rejection.” The scale was then used to investigate relationships between rejection sensitivity, school adaptation and damage due to bullying. As a result, it was suggested that rejection sensitivity was related to school adaptation, and children who were greatly affected by bullying also have a stronger sensitivity to rejection.

  This paper proposes a reconsideration of the commonly accepted view that affiliates cooperative learning practices with progressive education in the United States, identifying the two. The progressive education movement emphasized “cooperation” as a fundamental idea in the realization of a democratic society. The term “cooperative learning” was first used as a keyword in the yearbook of the Association for Supervision and Curriculum Development (ASCD) published in 1949. As an organization influenced by progressive education, it can be said that ASCD bridged progressive education and cooperative learning. The “cooperative learning” that emerged in the yearbook referred to cooperatively conducting a series of processes: goal setting, planning of learning experiences, and evaluation. From the mid-1950s to the 1960s, progressive education such as “cooperative learning” was criticized by the proponents of discipline-centered education and movements that favored individualization or competition and then declined. Current cooperative learning practices proposed by David W. Johnson et al. are interested in realizing “cooperation” in learning processes, which has a different emphasis than progressive “cooperative learning,” at least in a practical sense. While practicing progressive “cooperative learning” at present requires an examination at the curriculum level, it encourages us to recognize the primal attitude toward cooperative education.

  This study involved a research review of cooperative-learning, peer-tutoring, group-oriented contingency, and classroom practice for children with moderate/severe intellectual disabilities and autism spectrum disorder (ASD). Because of the challenges in intellectual function and communication, these children often find cooperative learning difficult. Therefore, the research sought to identify the special systems and procedures necessary to establish peer cooperative learning. It was found that cooperative learning for children with moderate/severe intellectual disabilities and ASD required changes to the physical environment, structured teaching procedures, the use of visual cues and assistive devices to improve understanding, step by step teacher mediation, and repetitive learning. Based on the review results, support strategies to promote cooperative-learning participation were then given and implications for future research were discussed.

This study traced the development and achievement of peer-mediated interventions（PMI）in western countries, especially the United States. First, we mentioned that cooperative learning, peer-tutoring, and PMI may promote inclusive education in Japan. Next, the types and effects of PMI were reviewed. According to Odom（2019）, three types of PMI were introduced; peer initiation, peer network, and peer support. These types of PMI have confirmed to be effective for improving social interactions and academic performances in both students with disabilities（including moderate and severe disabilities）and peer students. Based on the previous findings, the effective operations of PMI and future issues were suggested. Finally, we discussed the significance and future development of PMI research in Japan to promote inclusive education.