Title: Transformation in an Urban School: Using Systemic Analysis to Understand an Innovative Urban Teacher’s Implementation of an Online Problem-Based Unit Author: Donna L. Russell, Ph.D. russelldl@umkc.edu key/ords: systems analysis innovation in education Activity Theory Constructivist-based learning theories Problem-based learning Instructional design Online learning and development Higher-order thinking abilities Abstract: This paper describes a case study analysis of an urban 5 th grade teacher’s efforts to implement an online problem-based learning environment. The research study used a systems analysis process to holistically identify and evaluate the aspects of the learning environment that impacted the effectiveness of the implementation of the constructivist-based unit. The researchers used Activity Theory (Engestrom, 1987) to define apriori issues in the teacher’s work activity and identify those professional development processes and collaborations that impacted this teacher’s reform efforts. Additionally, invivo analysis identified three progressive issues that developed during the unit including 1) the changes in teacher’s beliefs about her urban students’ learning abilities and potential, 2) the issues that emerged in the teacher’s local context that impacted her unit and 3) the issues that arose in relation to the technology integration process itself. Finally the researchers evaluated the teacher’s responses to apriori and invivo issues in relation to her original goals for implementing the innovative technology-based unit. As a result of this systemic structuring of data response and analysis, the researchers define the theoretical and practical implications of the study for research of innovative classrooms and the design of professional development programs for innovative educators.