Abstract
This forum initiated with a description of the implementation of a constructivist-based reform effort in k-12 classrooms in the US. The reform effort was an online collaboration among four teachers in 4th and 5th grades classrooms to implement a design problem-based unit meant to develop higher-order thinking responses in students. The unit design principles are correlated to current research in the cognitive sciences and the teachers' efforts at implementing reform are correlated to current research in theories of innovation. The initial description also briefly characterizes aspects of the implementation process that led to productive or less productive reform results.