ABSTRACT Leadership is a highly complex activity, as leaders respond to increasing diversity and external accountability. Additionally, there is increased recognition that leadership is deeply contextual, sensitive to macro-politics of systems and micro-politics of individual schools. In Ontario, Canada, the school improvement effort is focused on raising student achievement and ensuring equitable outcomes. The current provincial education policies across Canada require that principals focus on (1) increasing the proportion of students who meet educational expectations and (2) reducing the ‘achievement gaps’ amongst sub-groups of students within the public school system. Despite these efforts, in Ontario, schools continue to encounter difficulty in meeting the needs of all their students. A full pursuit of factors related to differences to students’ backgrounds and abilities is beyond the scope of this article. Rather, this article is concerned with how school can adopt Karl Popper’s theory of learning for school improvement efforts.

中文翻译：

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引领学校的进步：利用波普尔的学习理论

摘要领导力是一项高度复杂的活动，因为领导者对日益增长的多样性和外部问责制做出了回应。此外，人们越来越认识到领导力是与环境紧密相关的，对个别学校的系统宏观政治和微观政治敏感。在加拿大安大略省，学校改善工作的重点是提高学生的成绩并确保公平的成绩。加拿大当前的省级教育政策要求校长关注（1）增加符合教育期望的学生比例，以及（2）减少公立学校系统内各学生群体之间的“成就差距”。尽管做出了这些努力，在安大略省，学校在满足所有学生需求方面仍然遇到困难。全面研究与学生背景和能力差异有关的因素超出了本文的范围。相反，本文关注的是学校如何采用卡尔·波普尔的学习理论来进行学校改善。