*d. presents objective data when such data is lacking to address a problem. 7. The benefits of a community-collaborative approach to FLE include all of the following EXCEPT *a. empowers the community to determine the best approach to solving identified problems. b. allows for combining the best scientific knowledge with the lived experience of the community. c. enables the FLE to partner with the community to address the specific needs of families more effectively. d. puts FLE’s tap” but not top” to avoid stifling families’ own wisdom and “on “on initiative. 8. The role a family life educator decides to play as a FLE professional is based on all of the following EXCEPT the FLE’s *a. sense of expertise as a family life educator. b. sense of responsibility for program content and methods. c. assumptions about education. d. assumptions about the educator and the learner. 9. Family life educators who believe their primary role is to help participants access the knowledge they already have within them are most likely to follow the ________ approach. a. interventionist b. expert c. eclectic *d. facilitator 10. David was a family life educator doing a parenting program for his community. The program materials guarantee positive results for parents it is delivered according to “if instructions” so David is especially careful he carries it out precisely as written. What approach to FLE is most clearly operational in this example? *a. Expert b. Facilitator c. Collaborator d. Critical inquirer 11. A working assumption that one who follows a collaborator approach to family life education might make is a. learners are relatively knowledgeable a topic. *b. learners’ lived experience is relevant to the educator’s specialized knowledge. c. learners are active participants in constructing their knowledge. d. learners are lights to be lit rather than cups to be filled. 12. Joan, a FLE, arrived at her marriage education workshop session that she leads, greeting all participants warmly. After setting up her poster board and taking her marker
*d. presents objective data when such data is lacking to address a problem. 7. The benefits of a community-collaborative approach to FLE include all of the following EXCEPT *a. empowers the community to determine the best approach to solving identified problems. b. allows for combining the best scientific knowledge with the lived experience of the community. c. enables the FLE to partner with the community to address the specific needs of families more effectively. d. puts FLE’s “on tap” but not “on top” to avoid stifling families’ own wisdom and initiative. 8. The role a family life educator decides to play as a FLE professional is based on all of the following EXCEPT the FLE’s *a. sense of expertise as a family life educator. b. sense of responsibility for program content and methods. c. assumptions about education. d. assumptions about the educator and the learner. 9. Family life educators who believe their primary role is to help participants access the knowledge they already have within them are most likely to follow the ________ approach. a. interventionist b. expert c. eclectic *d. facilitator 10. David was a family life educator doing a parenting program for his community. The program materials guarantee positive results for parents “if it is delivered according to instructions” so David is especially careful he carries it out precisely as written. What approach to FLE is most clearly operational in this example? *a. Expert b. Facilitator c. Collaborator d. Critical inquirer 11. A working assumption that one who follows a collaborator approach to family life education might make is a. learners are relatively knowledgeable a topic. *b. learners’ lived experience is relevant to the educator’s specialized knowledge. c. learners are active participants in constructing their knowledge. d. learners are lights to be lit rather than cups to be filled. 12. Joan, a FLE, arrived at her marriage education workshop session that she leads, greeting all participants warmly. After setting up her poster board and taking her marker
Duncan_TB_sample.docx