wanyu/IteraTeR_v2 huggingface dataset:
Original:  Prior to this time, the focus had been primarily individual and group counseling, play therapy, (Shen Herr, 2003) career counseling and development, (Chang, 2002) and stress related to national university examinations.
Revised:  Prior to this time, the focus had been primarily individual and group counseling, play therapy, (Shen career counseling and development, (Chang, 2002) and stress related to national university examinations.
Edit intent: coherence
Original:  Prior to this time, the focus had been primarily individual and group counseling, play therapy, (Shen Herr, 2003) career counseling and development, (Chang, 2002) and stress related to national university examinations.
Revised:  Prior to this time, the focus had been primarily individual and group counseling, play therapy, (Shen Herr, 2003) career counseling and development, and stress related to national university examinations.
Edit intent: coherence
Original:  Tanzania Tanzania mandates school counseling  United States In the United States, the school counseling profession began with the vocational guidance movement in the early 20th century  now known as career development.
Revised:  Tanzania Tanzania mandates school counseling . United States In the United States, the school counseling profession began with the vocational guidance movement in the early 20th century now known as career development.
Edit intent: fluency
Original:  Tanzania Tanzania mandates school counseling  United States In the United States, the school counseling profession began with the vocational guidance movement in the early 20th century  now known as career development.
Revised:  Tanzania Tanzania mandates school counseling United States In the United States, the school counseling profession began with the vocational guidance movement in the early 20th century , now known as career development.
Edit intent: fluency
Original:  For example, in 1908, Frank Parsons,  " Father of Career Counseling "  established the Bureau of Vocational Guidance to assist young people transition from school to work.
Revised:  For example, in 1908, Frank Parsons, the " Father of Career Counseling " established the Bureau of Vocational Guidance to assist young people transition from school to work.
Edit intent: fluency
Original:  For example, in 1908, Frank Parsons,  " Father of Career Counseling "  established the Bureau of Vocational Guidance to assist young people transition from school to work.
Revised:  For example, in 1908, Frank Parsons, " father of career counseling " established the Bureau of Vocational Guidance to assist young people transition from school to work.
Edit intent: fluency
Original:  For example, in 1908, Frank Parsons,  " Father of Career Counseling "  established the Bureau of Vocational Guidance to assist young people transition from school to work.
Revised:  For example, in 1908, Frank Parsons, " Father of Career Counseling " , established the Bureau of Vocational Guidance to assist young people transition from school to work.
Edit intent: fluency
Original:  At the same time, researcher Carl Rogers ' emphasized the power of non-directive helping relationships and counseling for all ages and the profession of counseling was influenced to shift from directive "guidance" to non-directive or person-centered "counseling" as the basis for school counseling.
Revised:  At the same time, researcher Carl Rogers emphasized the power of non-directive helping relationships and counseling for all ages and the profession of counseling was influenced to shift from directive "guidance" to non-directive or person-centered "counseling" as the basis for school counseling.
Edit intent: fluency
Original:  In the 1960s, new legislation and professional developments refined the school counseling profession (Schmidt,  Schmidt, J.J. (2003) Counseling in schools: Essential services and comprehensive programs.
Revised:  In the 1960s, new legislation and professional developments refined the school counseling profession (Schmidt, 2003). Schmidt, J.J. (2003) Counseling in schools: Essential services and comprehensive programs.
Edit intent: fluency
Original:  2003). The 1960s continued large amounts of federal funding for land-grant colleges and universities to establish Counselor Education master's and doctoral programs.
Revised:  The 1960s continued large amounts of federal funding for land-grant colleges and universities to establish Counselor Education master's and doctoral programs.
Edit intent: coherence
Original:  (Lapan, Gysbers, Sun, 1997) Dr. Chris Sink & associates showed similar evidence-based success for school counseling programs at the elementary and middle school levels in Washington State.
Revised:  (Lapan, Gysbers, Dr. Chris Sink & associates showed similar evidence-based success for school counseling programs at the elementary and middle school levels in Washington State.
Edit intent: coherence
Original:  (Whiston Sexton, 1998) In the late 1990s, former mathematics teacher, school counselor, and administrator Pat Martin, was hired by corporate-funded educational reform group, The Education Trust, to focus the school counseling profession on equity issues by helping close achievement and opportunity gaps harming children and adolescents of color, poor and working class children and adolescents, bilingual children and adolescents, and children and adolescents with disabilities.
Revised:  Sexton, 1998) In the late 1990s, former mathematics teacher, school counselor, and administrator Pat Martin, was hired by corporate-funded educational reform group, The Education Trust, to focus the school counseling profession on equity issues by helping close achievement and opportunity gaps harming children and adolescents of color, poor and working class children and adolescents, bilingual children and adolescents, and children and adolescents with disabilities.
Edit intent: clarity
Original:  (Whiston Sexton, 1998) In the late 1990s, former mathematics teacher, school counselor, and administrator Pat Martin, was hired by corporate-funded educational reform group, The Education Trust, to focus the school counseling profession on equity issues by helping close achievement and opportunity gaps harming children and adolescents of color, poor and working class children and adolescents, bilingual children and adolescents, and children and adolescents with disabilities.
Revised:  (Whiston In the late 1990s, former mathematics teacher, school counselor, and administrator Pat Martin, was hired by corporate-funded educational reform group, The Education Trust, to focus the school counseling profession on equity issues by helping close achievement and opportunity gaps harming children and adolescents of color, poor and working class children and adolescents, bilingual children and adolescents, and children and adolescents with disabilities.
Edit intent: coherence
Original:  (Whiston Sexton, 1998) In the late 1990s, former mathematics teacher, school counselor, and administrator Pat Martin, was hired by corporate-funded educational reform group, The Education Trust, to focus the school counseling profession on equity issues by helping close achievement and opportunity gaps harming children and adolescents of color, poor and working class children and adolescents, bilingual children and adolescents, and children and adolescents with disabilities.
Revised:  (Whiston Sexton, 1998) In the late 1990s, former mathematics teacher, school counselor, and administrator Pat Martin, was hired by corporate-funded educational reform group, the Education Trust, to focus the school counseling profession on equity issues by helping close achievement and opportunity gaps harming children and adolescents of color, poor and working class children and adolescents, bilingual children and adolescents, and children and adolescents with disabilities.
Edit intent: fluency
Original:  In their initial focus groups, they found what Hart & JacobiHart Jacobi (1992) had indicated years earlier— -too many school counselors were gatekeepers for the status quo instead of advocates for the academic success of every child and adolescent.
Revised:  In their initial focus groups, they found what Hart & Jacobi (1992) had indicated years earlier— -too many school counselors were gatekeepers for the status quo instead of advocates for the academic success of every child and adolescent.
Edit intent: fluency
Original:  In their initial focus groups, they found what Hart & JacobiHart Jacobi (1992) had indicated years earlier— -too many school counselors were gatekeepers for the status quo instead of advocates for the academic success of every child and adolescent.
Revised:  In their initial focus groups, they found what Hart & JacobiHart Jacobi had indicated years earlier— -too many school counselors were gatekeepers for the status quo instead of advocates for the academic success of every child and adolescent.
Edit intent: clarity
Original:  In their initial focus groups, they found what Hart & JacobiHart Jacobi (1992) had indicated years earlier— -too many school counselors were gatekeepers for the status quo instead of advocates for the academic success of every child and adolescent.
Revised:  In their initial focus groups, they found what Hart & JacobiHart Jacobi (1992) had indicated years earlier— too many school counselors were gatekeepers for the status quo instead of advocates for the academic success of every child and adolescent.
Edit intent: fluency
Original:  In 2003, Dr. Jay Carey and Dr. Carey Dimmitt created the Center for School Counseling Outcome Research and Evaluation (CSCORE) at the University of Massachusetts-Amherst (Dimmitt, Carey, Hatch, 2007) as a clearinghouse for evidence-based practice with regular research briefs, original research projects, and eventual co-sponsorship of the annual Evidence-Based School Counseling conference in 2013.
Revised:  In 2003, Dr. Jay Carey and Dr. Carey Dimmitt created the Center for School Counseling Outcome Research and Evaluation (CSCORE) at the University of Massachusetts-Amherst Hatch, 2007) as a clearinghouse for evidence-based practice with regular research briefs, original research projects, and eventual co-sponsorship of the annual Evidence-Based School Counseling conference in 2013.
Edit intent: coherence
Original:  In 2003, Dr. Jay Carey and Dr. Carey Dimmitt created the Center for School Counseling Outcome Research and Evaluation (CSCORE) at the University of Massachusetts-Amherst (Dimmitt, Carey, Hatch, 2007) as a clearinghouse for evidence-based practice with regular research briefs, original research projects, and eventual co-sponsorship of the annual Evidence-Based School Counseling conference in 2013.
Revised:  In 2003, Dr. Jay Carey and Dr. Carey Dimmitt created the Center for School Counseling Outcome Research and Evaluation (CSCORE) at the University of Massachusetts-Amherst (Dimmitt, Carey, as a clearinghouse for evidence-based practice with regular research briefs, original research projects, and eventual co-sponsorship of the annual Evidence-Based School Counseling conference in 2013.
Edit intent: coherence
Original:  (www.schoolcounselor.org) Also in 2004, an equity-focused entity on school counselors' role in college readiness and admission counseling, the National Office for School Counselor Advocacy (NOSCA) emerged at The College Board led by Pat Martin and Dr. Vivian Lee.
Revised:  Also in 2004, an equity-focused entity on school counselors' role in college readiness and admission counseling, the National Office for School Counselor Advocacy (NOSCA) emerged at The College Board led by Pat Martin and Dr. Vivian Lee.
Edit intent: clarity
Original:  (www.schoolcounselor.org) Also in 2004, an equity-focused entity on school counselors' role in college readiness and admission counseling, the National Office for School Counselor Advocacy (NOSCA) emerged at The College Board led by Pat Martin and Dr. Vivian Lee.
Revised:  (www.schoolcounselor.org) Also in 2004, an equity-focused entity on school counselors' role in college readiness and admission counseling, the National Office for School Counselor Advocacy (NOSCA) emerged at the College Board led by Pat Martin and Dr. Vivian Lee.
Edit intent: clarity
Original:  <> NOSCA developed scholarships for research on college counseling by K-12 school counselors taught in School Counselor Education programs.
Revised:  NOSCA developed scholarships for research on college counseling by K-12 school counselors taught in School Counselor Education programs.
Edit intent: fluency
Original:  (College Board, 2008)   In 2008, ASCA released School Counseling Competencies focused on assisting school counseling programs to effectively implement the ASCA National Model.
Revised:  The College Board. ( 2008) In 2008, ASCA released School Counseling Competencies focused on assisting school counseling programs to effectively implement the ASCA National Model.
Edit intent: coherence
Original:  ASCA published a 5th edition of the ASCA Ethical Standards for School URL In 2012, CSCORE assisted in evaluating and publishing six statewide research studies assessing the effectiveness of school counseling programs based on statewide systemic use of school counseling programs such as the ASCA National Model and published their outcomes in the American School Counselor Association research journal Professional School Counseling.
Revised:  ASCA published a 5th edition of the ASCA Ethical Standards for School Counselors. In 2012, CSCORE assisted in evaluating and publishing six statewide research studies assessing the effectiveness of school counseling programs based on statewide systemic use of school counseling programs such as the ASCA National Model and published their outcomes in the American School Counselor Association research journal Professional School Counseling.
Edit intent: fluency
Original:  (Carey Dimmitt, 2012;
Revised:  Dimmitt, 2012;
Edit intent: clarity
Original:  In 2015, ASCA replaced the ASCA National Student Standards with the evidence-based ASCA Mindsets & Behaviors for Student Success: K-12 College and Career Readiness Standards for Every Student, ASCA, 2015 URL created from meta-analyses done by the University of Chicago's Consortium on Educational Reform showing key components of raising student academic success over multiple well-designed research studies.
Revised:  In 2015, ASCA replaced the ASCA National Student Standards with the evidence-based ASCA Mindsets & Behaviors for Student Success: K-12 College and Career Readiness Standards for Every Student, created from meta-analyses done by the University of Chicago's Consortium on Educational Reform showing key components of raising student academic success over multiple well-designed research studies.
Edit intent: coherence
Original:  it also included, for the first time, a Glossary of ethical terms for heightened URL In 2019, ASCA released the 4th edition of the ASCA National Model, a Framework for School Counseling URL Changes included fewer templates and combined templates from the 3rd edition after school counselor feedback that the 3rd edition had become too complex and onerous.
Revised:  it also included, for the first time, a Glossary of ethical terms for heightened clarity. In 2019, ASCA released the 4th edition of the ASCA National Model, a Framework for School Counseling URL Changes included fewer templates and combined templates from the 3rd edition after school counselor feedback that the 3rd edition had become too complex and onerous.
Edit intent: clarity
Original:  it also included, for the first time, a Glossary of ethical terms for heightened URL In 2019, ASCA released the 4th edition of the ASCA National Model, a Framework for School Counseling URL Changes included fewer templates and combined templates from the 3rd edition after school counselor feedback that the 3rd edition had become too complex and onerous.
Revised:  it also included, for the first time, a Glossary of ethical terms for heightened URL In 2019, ASCA released the 4th edition of the ASCA National Model, a Framework for School Counseling Programs. Changes included fewer templates and combined templates from the 3rd edition after school counselor feedback that the 3rd edition had become too complex and onerous.
Edit intent: clarity
Original:  The three types of data collected by school counselors in school counseling programs have shifted in name to  1. Participation data (formerly process) 2. Mindsets & Behaviors data (formerly perception, i.e., learning) 3. Outcome data (results) The 4th edition, while easier to read and use than prior editions, did not cover the history of how the model changed over time and neglected any mention of the original authors, Drs.
Revised:  The three types of data collected by school counselors in school counseling programs have shifted in name to : 1. Participation data (formerly process) 2. Mindsets & Behaviors data (formerly perception, i.e., learning) 3. Outcome data (results) The 4th edition, while easier to read and use than prior editions, did not cover the history of how the model changed over time and neglected any mention of the original authors, Drs.
Edit intent: fluency
Original:  Hatch Bowers, 2003, 2005;
Revised:  Bowers, 2003, 2005;
Edit intent: fluency
Original:  (Hatch Bowers, 2003, 2005;
Revised:  Bowers, 2003, 2005;
Edit intent: clarity
Original:  (Carey et al., 2008) Knowledge, understanding and skill in these domains are developed through classroom instruction, appraisal, consultation, counseling, coordination, and collaboration.
Revised:  Knowledge, understanding and skill in these domains are developed through classroom instruction, appraisal, consultation, counseling, coordination, and collaboration.
Edit intent: clarity
Original:  For example, in appraisal, school counselors may use a variety of personality and career assessment methods (such as theSelf-Directed Search (SDS) orCareer Key (based on theHolland Codes ]   ) to help students explore career and college needs and interests.
Revised:  For example, in appraisal, school counselors may use a variety of personality and career assessment methods (such as the Self-Directed Search ] ) to help students explore career and college needs and interests.
Edit intent: clarity
Original:  For example, in appraisal, school counselors may use a variety of personality and career assessment methods (such as theSelf-Directed Search (SDS) orCareer Key (based on theHolland Codes ]   ) to help students explore career and college needs and interests.
Revised:  For example, in appraisal, school counselors may use a variety of personality and career assessment methods (such as theSelf-Directed Search (SDS) orCareer Key (based on theHolland Codes SDS] ) to help students explore career and college needs and interests.
Edit intent: fluency
Original:  For example, in appraisal, school counselors may use a variety of personality and career assessment methods (such as theSelf-Directed Search (SDS) orCareer Key (based on theHolland Codes ]   ) to help students explore career and college needs and interests.
Revised:  For example, in appraisal, school counselors may use a variety of personality and career assessment methods (such as theSelf-Directed Search (SDS) orCareer Key (based on theHolland Codes ] based on the Holland Codes ) to help students explore career and college needs and interests.
Edit intent: fluency
Original:  For example, if a student's behavior is interfering with his or her achievement, the school counselor may observe that student in a class, provide consultation to teachers and other stakeholders to develop (with the student) a plan to address the behavioral issue(s) , and then collaborate to implement and evaluate the plan.
Revised:  For example, if a student's behavior is interfering with his or her achievement, the school counselor may observe that student in a class, provide consultation to teachers and other stakeholders to develop (with the student) a plan to address the behavioral , and then collaborate to implement and evaluate the plan.
Edit intent: clarity
Original:  (www.nacacnet.org/AboutNACAC/Policies/Documents/SPGP.pdf) The role of a school counselor is critical and needs to be supported by all stakeholders to ensure equity and access for all students, particularly those wiht the fewest resources.
Revised:  The role of a school counselor is critical and needs to be supported by all stakeholders to ensure equity and access for all students, particularly those wiht the fewest resources.
Edit intent: fluency
Original:  (www.nacacnet.org/AboutNACAC/Policies/Documents/SPGP.pdf) The role of a school counselor is critical and needs to be supported by all stakeholders to ensure equity and access for all students, particularly those wiht the fewest resources.
Revised:  (www.nacacnet.org/AboutNACAC/Policies/Documents/SPGP.pdf) The role of a school counselor is critical and needs to be supported by all stakeholders to ensure equity and access for all students, particularly those with the fewest resources.
Edit intent: fluency
Original:  The roles of school counselors are expanding and changing with time As roles change, school counselors help students prosper in academics, career, post-secondary, and social-emotional domians . School counselors reduce and bridge the inequalities facing students in educational systems.
Revised:  The roles of school counselors are expanding and changing with time As roles change, school counselors help students prosper in academics, career, post-secondary, and social-emotional domains . School counselors reduce and bridge the inequalities facing students in educational systems.
Edit intent: fluency
Original:  School Counselors around the world are affiliated with various national and regional school counseling associations, and abide by their guidelines.
Revised:  School counselors around the world are affiliated with various national and regional school counseling associations, and abide by their guidelines.
Edit intent: fluency
Original:  Asociacion Argentina de Counselors (AAC-Argentina)
Revised:  (AAC-Argentina)
Edit intent: clarity
Original:  Associacao Portuguesa de Psicoterapia centrada na Pessoa e de Counselling (APPCPC-Portugal)
Revised:  (APPCPC-Portugal)
Edit intent: coherence
Original:  Association Internationale d'Orientation Scolaire et Professionnelle (AIOSP)
Revised:  (AIOSP)
Edit intent: coherence
Original:  Internationale Vereinigung für Schul- und Berufsberatung (IVSBB)
Revised:  (IVSBB)
Edit intent: clarity
Original:  Asociación Internacional para la Orientación Educativa y Profesional (AIOEP)
Revised:  (AIOEP)
Edit intent: clarity
Original:  Department of Education-Malta New Zealand Association of Counsellors/ Te Roopu Kaiwhiriwhiri o Aotearoa (NZAC)
Revised:  Department of Education-Malta New Zealand Association of Counsellors/ (NZAC)
Edit intent: clarity
Original:  Federacion Espanola de Orientacion y Psicopedagogia (FEOP-Spain)
Revised:  (FEOP-Spain)
Edit intent: coherence
Original:  the Taiwan Guidance and Counseling Association (TGCA)
Revised:  The Taiwan Guidance and Counseling Association (TGCA)
Edit intent: fluency
Original:  s Association Ontario School Counsellors ’ Association Nova Scotia School Counsellors Association Elementary school counseling Elementary school counselors provide academic, career, college access, and personal and social competencies and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of young children K-6.
Revised:  s Association Ontario School Counsellors ' Association Nova Scotia School Counsellors Association Elementary school counseling Elementary school counselors provide academic, career, college access, and personal and social competencies and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of young children K-6.
Edit intent: fluency
Original:  (Young Kaffenberger, 2009;
Revised:  Kaffenberger, 2009;
Edit intent: clarity