Defining rules and roles in instructional contexts: A preliminary assessment of student perceptions

The classroom across the academy suffers from a most unbalanced approach to instructional research. The vast majority of instructional research is grounded squarely in an instructor's point of view. The student perspective is often neglected or ignored. Adding a more robust student perspective to scholarly discourse on the rules and roles, the various procedural and behavioral patterns that emerge over time, appropriate to our understanding of the classroom would move us toward a more balanced understanding of the phenomena. This study employs a triangulated method to examine the views of rules and roles in the classroom held by 155 student participants. Results suggest that students view their own demands for rule‐following and role behavior as far less rigorous than those they perceive for instructors. The findings suggest that an overall re‐orientation of instruction to better facilitate classroom communication may well be in order.