The purpose of this study was to investigate the effects of a project that introduced cooperative learning in four elementary schools and junior high schools in one school district on student attitudes toward learning and their formation of learning group climates as well as on teachers and the organizational climate of the schools. Results showed that the introduction of cooperative learning caused a positive change in the learning attitudes of students and also promoted a cooperative and autonomous class climate. Furthermore, teachers' perceptions of their work environment became more collaborative and their motivation to work and teach increased. Overall, the use of cooperative learning in mathematics classes prompted positive changes in both teachers and students.

  The purpose of this study was to substantiate the reliability and validity of Johnson and Johnson's（2003）Trust-Actions Scale（14 items）, which measures the two aspects of trust behavior within a group: trusting behavior and trustworthy behavior, on Japanese students. In Study 1, exploratory factor analysis of data from 1,231 university and technical college students revealed that the scale was composed of only one factor（5 items）. Confirmatory factor analysis of the factor（5 items）showed sufficient fitness. As these items corresponded with the trustworthy behavior items of Johnson and Johnson（2003）, this new scale was named the Trustworthy-Actions Scale. In Study 2, research with 266 university students showed that there were significant correlations between the new scale and the other scales related to group behaviors. In Study 3, a retest of the new scale with 176 university students attending a class incorporating cooperative learning was conducted. Results revealed that students' scores on the new Scale significantly increased between the pre-test to the post-test. The results of Study 2 and Study 3 verified the validity of the new scale. The practical uses of the new scale and future considerations are also discussed.

  Recently, face-to-face communication is becoming a thing of the past. The development of science and information technology has made communication more convenient for us. Indirect communication via e-mail or mobile phone has replaced direct, face-to-face interaction to become our main mode of exchanging information. As a result, we no longer receive non-verbal informational cues that allow us to interpret other's intentions and emotions and we have fewer opportunities to learn the skills and attitudes required to make these interpretations.

  Furthermore, the rapid spread of portable media players, portable game machines, and telephones with mobile internet access blocks the channels for our interpersonal interactions and increases and accelerates this tendency towards isolation.

  In order to guarantee both the quantity and quality of opportunities for direct negotiation in face to face contact for children, cooperative interaction in school life will become even more important than it is at present.