Principals' Perceptions of Educational Change: Critical External Agent Support to K-12 Schools.

This research reveals the type of support that is imperative for principals working with external agents in lowperforming urban schools as required by federal and state legislation. Nine principals, in four urban districts, two aided by one external agency and seven aided by another, were followed in year-long case studies. Mixed methods for data collection, including interviews, school site visits, professional development evaluations, surveys,...