Teacher evaluation’s relationship with instructional improvement is under-theorized in the literature. To address this gap, this paper uses a conceptual framework rooted in human, social, and material capital to analyze and synthesize findings from research conducted since 2009 on whether and under what conditions teacher evaluation stimulates change in teachers’ instruction. We find that teacher evaluation can facilitate instructional improvement if evaluators understand teaching and the teacher evaluation system and teachers and evaluators trust each other and have opportunities to develop social capital regarding instruction. In addition, adequate time and a userfriendly online data system appear to facilitate the use of teacher evaluation to stimulate changes in teachers’ practice. This paper thus presents a theoretical framework, rooted in theory and empirical research, that may prove useful to scholars and practitioners.

中文翻译：

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利用人力、社会和物质资本重新思考教师评价

教师评价与教学改进的关系在文献中的理论不足。为了弥补这一差距，本文使用一个植根于人力、社会和物质资本的概念框架来分析和综合自 2009 年以来关于教师评价是否以及在什么条件下激发教师教学变革的研究结果。我们发现，如果评价者了解教学和教师评价体系，教师和评价者相互信任，并有机会发展关于教学的社会资本，那么教师评价可以促进教学改进。此外，充足的时间和用户友好的在线数据系统似乎有助于使用教师评估来刺激教师实践的变化。因此，本文提出了一个理论框架，