This volume offers insights from modeling relations between teacher quality, instructional quality, and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement's Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students, and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA). This book contains the following chapters: (1) Conceptual Framework and Methodology of This Report (Trude Nilsen, Jan-Eric Gustafsson, and Sigrid Blömeke); (2) Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality (Sigrid Blömeke, Rolf Vegar Olsen, and Ute Suhl); (3) The Relations Among School Climate, Instructional Quality, and Achievement Motivation in Mathematics (Ronny Scherer and Trude Nilsen); (4) The Impact of School Climate and Teacher Quality on Mathematics Achievement: A Difference-in-Differences Approach (Jan Eric Gustafsson and Trude Nilsen); (5) The Importance of Instructional Quality for the Relation Between Achievement in Reading and Mathematics (Guri A. Nortvedt, Jan-Eric Gustafsson, and Anne-Catherine W. Lehre); (6) The Relation Between Students' Perceptions of Instructional Quality and Bullying Victimization (Leslie Rutkowski and David Rutkowski); and (7) Final Remarks (Jan-Eric Gustafsson and Trude Nilsen). (Individual chapters contain references.) [This book was jointly published with Springer International Publishing (Switzerland). For Volume 1, "Psychometric Framework for Modeling Parental Involvement and Reading Literacy. IEA Research for Education," see ED566594.]